The American Psychological Association (APA) recently revised their Guidelines for the undergraduate psychology major in 2013. In this updated version diversity is included in the broad goal of ethical and social responsibility in a diverse world. Indicators associated with this goal include student awareness of prejudice within themselves and others, sensitivity to issues of power, privilege and discrimination, and knowledge of cultural diversity. Previous researchers have discussed the conditions necessary and processes by which intercultural learning and prejudice reduction occur. The current study utilized a measure of multicultural competence to assess the effectiveness of a semester-long undergraduate multicultural course. The results indicated the multicultural course was more effective than a personality course in increasing multicultural knowledge but had no impact on multicultural awareness. The discussion focused on the conditions that may have influenced the results.

Because religion is important in the lives of many Americans, psychology should study religious behavior as it does other areas of human functioning. With the increased emphasis upon diversity, this should be reflected in the extent to which psychology of religion courses are offered. The current study examined the extent to which psychology of religion courses were offered in the undergraduate curriculum and the knowledge gained by students who take this course. The results suggested there has been no increase in the proportion of psychology of religion courses offered at the undergraduate level, in contrast to increases in these courses at the graduate level. This study also found there was a gain in the scientific knowledge of psychology of religion for students who took this course relative to another course in psychology. This study suggests that perhaps more courses of this nature should be offered to undergraduate students.

Knowledge of diversity has become an increasingly important goal in the education of undergraduate psychology students. However, no study to date has offered a comprehensive analysis of undergraduate psychology diversity course offerings. Therefore, this study examined diversity course descriptions from 340 undergraduate psychology program. The results revealed that 66% of programs offered at least one diversity course, with a third offering a broad-based course in culture. However, gender, sexuality, women, and aging continue to be the most frequently offered diversity courses, and this trend has been consistent for 20 years. If we are to follow the charge of the American Psychological Association and address inequities and disparities in education, we must develop a more inclusive undergraduate psychology curriculum that reflects association's commitment to equity, diversity, and inclusion.

Competency in measurement is an important skill for those in careers in which assessment is used. However, no study to date has examined the content of undergraduate measurement courses based on information derived from the courses. Therefore, a sample of undergraduate measurement syllabi was analyzed with respect to topics outlined for discussion and assignments. Results revealed that the majority of syllabi included the topics validity, reliability, test construction/item development, item analysis/item evaluation, and norms/standardized scores. Applied topics on the majority of syllabi included intelligence, educational, personality, and clinical/counseling assessment. Given that we live in an assessment-driven society, departments may consider altering their curricula so that more students will take this course.