Thomas Brothen Morse-Alumni Distinguished Teaching Professor of Psychology N315 Elliott, (612) 624-6498 broth001@umn.edu Education PhD, 1976, University of Minnesota

Statement of Interests

My primary research has involved developing and examining online course management systems and other technology to improve post-secondary student learning. In addition, I research the teaching of psychology and how technology can be utilized to improve it. Also, I am interested in the history of psychology and the influence of psychological theory and research on large-scale educational interventions.

Selected Publications

Brothen, T., & Wambach, C. (2007). Internet vs. classroom access in a hybrid psychology course for developmental students. Research and Teaching in Developmental Education, 23(2), 15-22.

Brothen, T., & Wambach, C. (2005). Refocusing developmental education. Journal of Developmental Education, 28(2), 16-18, 20, 22, 30. [winner of the Journal of Developmental Education, Volume 28, Outstanding Article Award]

Brothen, T. & Wambach, C. (2005). The criterion model of developmental education in the history of General College. In J. L. Higbee, D. B. Lundell, & D. R. Arendale (Eds.), The General College vision: Integrating intellectual growth, multicultural perspectives, and student development (pp. 449-473).  Minneapolis: University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy.

Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and personality, performance, & mood.  Personality and Individual Differences, 17, 95-106.

Wambach, C., & Brothen, T. (2001). The relationship of conscientiousness to metacognitive study strategy use by developmental students. Research and Teaching in Developmental Education, 18(1), 25-31.