Approved theses and dissertations from Rowan University graduate programs have been made available to the public on Rowan Digital Works since 2015. Theses and dissertations submitted in digital format between 2010 and 2015, or submitted in paper format between 1996 and 2010 and later scanned, are also available in Rowan Digital Works.
Theses approved between 1996 and 2010 are stored as bound volumes in Campbell Library and may also be online in Rowan Digital Works .Theses produced prior to 1996 are stored as bound volumes in Campbell Library only.
Graduating students may request an initial embargo period on public access to their work of 6 months, 1 year, or 2 years when they submit their thesis or dissertation to the School of Graduate Studies. Authors wishing to later extend the embargo period in Rowan Digital Works must contact the School of Graduate Studies for approval using the Embargo Extension Request Form.
If you are the author of a thesis or dissertation produced for Rowan University or Glassboro State College before 2010, or the Graduate School of Biomedical Sciences before September 2023, and you do not want your document to be publicly available in Rowan Digital Works, you must complete and submit this take-down form to request its removal from the repository. For more information, please also see Rowan University Libraries Thesis & Dissertation Guidance for Embargoes and Withdrawals
Theses/Dissertations from 2002
The effect of color as a visual aid in mathematics instruction, Jennifer L. Valinote
The association between learning processes and formal music electives among sixth grade music students, Anthony C. Varga
Redefining high school American literature in a diverse nation, Nancy M. Vasquez
Teachers' attitudes toward inclusion: what did they say?, Lisa R. Waligore
Teacher efficacy and student achievement quantitative research study, Norma Jean Weatherly
The benefit of alternative scheduling on a large high school, Brian Wert
Service learning – facilitating academic learning and development of social skills, Kathleen E. White
The effect of social skills training for students with disabilities, Michelle M. Wiseley
Theses/Dissertations from 2001
The effectiveness of using brain based strategies in classroom instruction to enhance student learning, Stacey Agin
The relationship between personality and alcohol abuse among college students, Amanda L. Alexander
Examining the effects of a self-esteem program on African American girls, Andrea Alston-Brundage
A study to design, investigate, implement and motivate parents to become more involved in school activities and in the education of their children, Bibiana A. Anyanwu-Acholonu
Predicting drinking and driving, Peter John Arsenault
Assessing and evaluating students' perception of cooperative learning teams at South Main Street School, Andrea Atkins
Rutgers Camden Center for the Arts audience study, Meridith Auerbach
Effects of a student book club on third graders' literacy attitudes and performance, Kirsten M. Bellamy
A study to determine the impact of the Picture Exchange Communication System on challenging behaviors in adults with autism, Stephanie M. Belsanti
The effects of sensory stimulation on students with traumatic brain injury as compared to students with developmental disabilities, Eileen M. Bertolino-Russell
An evaluation of first grade children's progress in reading using the Success for All program, Alphefia L. Blount
Involvement of the school library media specialist in critical thinking skills and web site evaluation at the middle school level, Michele L. Burton
Social outcomes of inclusion on adolescent male students with Asperger's Syndrome, Marc Cannuli
Professional development workshop: "infusing technology into the language arts curriculum" – gateway to the 21st century, Joy D. Carey
Effects of institutionalization on Romanian adoptees, Diane Castano
Public relations efforts to promote new graduate programs, Joe Chambers
