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Little is known about the degree to which diversity courses facilitate the learning of multicultural awareness, knowledge, and skills. The aim of this study is to add to this area of research by identify what students learn through participation in a multicultural psychology course. A total of 71 undergraduate students participated in an assessment of a multicultural psychology course. Quantitative analyses indicate that students increased their cultural skills, leadership skills, problem-solving skills, social justice attitudes, multicultural knowledge, multicultural experiences, and empathy from the beginning to the end of the semester. Qualitative findings indicate that students increase their intercultural contact and perspective-taking skills and develop multicultural awareness, knowledge, and skills over the semester. The use of a mixed-method approach increases the reliability of findings that multicultural attitudes, cultural skills, and empathy change over a semester long, multicultural psychology course.

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed. Article visualizations

Prairie dogs (Cynomys spp.) have been labeled keystone species because of the role they play as disturbance creators and ecosystem engineers in the western grasslands of North America. Most studies have concentrated on the black-tailed species (C. ludovicianus); however, other species of prairie dogs may have different effects on their ecosystems. We measured plant cover and biomass, canopy height, and plant nitrogen concentration on and off 6 Gunnison’s prairie dog (C. gunnisoni) towns and 6 paired areas off prairie dog towns in southern Colorado. Multivariate analysis of variance and analysis of variance showed no significant differences (P > 0.05) in vegetation cover or biomass on and off of Gunnison’s prairie dog towns, contrary to what has been found for black-tailed prairie dog towns. No significant differences were found in canopy height (P > 0.05); however, this may be due to already short vegetation (5-7 cm). Only 1 of 4 focal plants showed a significant difference in nitrogen concentration. No significant differences were found in species diversity on and off prairie dog towns; however, because of drought, these results are inconclusive. This study found few vegetation differences on and off Gunnison’s prairie dog towns. Furthermore, those differences were more subtle than those reported on black-tailed prairie dog towns. While the mechanisms for differences in vegetation on and off Gunnison’s prairie dog towns may be similar to those on black-tailed prairie dog towns, the magnitude of these differences may be different.