My college included Kant in its philosophy of the mind "101" course. My Professor's lecture regarding Kant blew the doors off my mind, and changed me forever. However, writing the required 5-page Kant-focused comparative philosophy paper relative to his "take" on the mind, using only source material, nearly killed me. Hence my interest. Three searches with variations in keywords Kant, Mind, College, Intro, Philosophy, syllabus, lectures reveals the following trends:
1) Professors or TA's, who include Kant in their survey courses, usually have doctoral backgrounds in which aspects of Kant's philosophy were central to their doctoral theses, or his philosophy played a predominant role in their graduate school education.
2) Many of these professors have education backgrounds either: a) influenced by professors hailing from Cambridge, Oxford, Harvard, or Stanford, or b) partially completed in Cambridge or Oxford, or c) influenced by professors who were partially educated in Cambridge or Oxford. If these professors did not attend these schools, their philosophy department is dominated by someone who did. Some of the professors who attended Cambridge or Oxford also taught in Western Europe, or in one case, HongKong.
3) When Kant is not included in an intro-philosophy of the mind course, his philosophical contributions regarding the mind, knowledge, thought, metaphysics, religion, logic, and their relative importance to today's cognitive and physical sciences, are generally discussed in another subject-pertinent first-year philosophy survey course.
4) When none of the above apply, first-year undergraduate curricula often present Kant's philosophy of the mind as a significant "chapter" in courses surveying the profound, multidimensional, dense, and intricate complexities of Kant's philosophical works. Since my original iteration of this answer, I have taken the opportunity to confer with the undergraduate philosophy department heads of the schools listed above, many of whom are friends, or friends of friends. These professors agreed that Kant's philosophy of the mind is more suitable to graduate study. Further, they considered Kant more akin to contemporary philosophical thought relative to the philosophers generally reviewed during a first-year survey course. The more ardent the professor concerning Kant, the more impassioned the opinion that singling out one aspect of Kant's philosophy may deprive the student of a deeper, comprehensive understanding of Kant's philosophical genius. Despite these professors' knowledge of Kant being a superpower relative to my own basic understanding, they confirmed my impression of an overall renewed interest in Kant, especially as it predates and contributes to contemporary cognitive, subatomic science, and religion.
5) The same department heads agreed with the question's core observation: Kant is frequently not included in first-year undergraduate philosophy of the mind courses. These department heads suggested that such an omission reflected a tendency, preference, prejudice, or even a philosophical schism in different schools' teaching methodologies. These differences notwithstanding, the professors generally attributed the omission of Kant during first-year studies a necessary sacrifice. By doing so, first-year students became acquainted with fundamental philosophical concepts central to man's evolution of thought, within a historical context. Conversely, the professors considered Kant to be a contemporary philosopher, whose considerations of the mind, cognition, and the metaphysical, were tangential to the central tenets of his philosophy.
6) Leiter reports reveals patterns in educational scope and focus that may repeat themselves in how Kant is then taught in undergraduate courses. They suggest U.S. doctor of philosophy degrees are "favored" over those from Cambridge or Oxford with regard to employment. Further, prejudices exist regarding the breadth, scope, rigors, and requirements of a U.S. philosophy graduate education versus a more narrowly focused U.K. philosophy degree, which requires far fewer courses, less breadth of focus in a student's overall undergraduate and graduate education, and only a doctoral thesis.
The following 2 citations offer a lecture that addresses your last question or lead you to information where you can find the answers you are looking for. I found more cited information and will gladly share it if you are interested - however, a few searches with the key words above will surely yield what I found and much more with little effort on your part.
http://wwwf.imperial.ac.uk/~abellott/lecture-notes-on-immanuel-kant.pdf (addresses Descartes and Kant vis-a-vis the mind towards end of lecture) Imperial College of London