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

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Theses/Dissertations from 2026

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Densest Subgraph Discovery On The CPU, Hunter Gerard Gareau

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ETHICAL RECRUITMENT IN GRADUATE EDUCATION: HOW LABOR MARKET INTELLIGENCE SHAPES MESSAGING FOR MASTER’S PROGRAMS WITH VARYING CAREER OUTCOMES, Alexander Charles Harm

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RELUCTANT RATIFIERS: NEW JERSEY’S PARTISAN POLITICS DURING RECONSTRUCTION, 1863-1873, Steven Michael Henderson

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Webs of Support: A Qualitative Social Network Analysis of First-Year Residential Students and Mental Health Support, Barry David Hendler

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“We're Here but We're Not Noticeable”: Lived Experiences of Undocumented Students in a University Setting, Shannon Nicole Hurley

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EXPLORING THE IMPACT OF LEADERSHIP DEVELOPMENT ON THE SENSE OF BELONGING AMONG COLLEGIATE BLACK MEN, Todd Lamont Jenkins

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Empirical Analysis On Multi-Agent Reinforcement Learning Frameworks, Jordan Jiosi

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BEYOND COMPLETION: EVALUATING FERPA TRAINING EFFECTIVENESS THROUGH A THEORY-DRIVEN MIXED-METHODS PROGRAM EVALUATION, Danielle Juliano

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DEVELOPMENT OF SALINOMYCIN ANALOGS AS POTENTIAL ANTI-CANCER AGENTS, Pavan Goud Juluri

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Anatomy and Function of Vasopressin Receptor 1a-Expressing Neurons in the Limbic Thalamus, David Joseph Kahn

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DEVELOPMENT AND STANDARDIZATION OF TEDS ACTUATOR TEMPLATES UNDER IEEE 1451 FRAMEWORK, Jim Kang

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DEVELOPMENT OF AN EXPERIMENTAL PLATFORM FOR HYDROGEN-PROPELLED COLD SPRAY, Michael James Katz

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COMPARATIVE EVOLUTION OF CAENORHABDITIS HERMAPHRODITES, James Francis Kennedy

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INTELLIGENT SKIES: DEEP LEARNING ARCHITECTURES FOR SCALABLE AVIATION SAFETY SYSTEMS, Amine Khelifi

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A CLINICAL RISK INDEX FOR 30-DAY PSYCHIATRIC READMISSIONS, Kenneth Theodore Kinter

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The Implementation Experiences of "No Place for Hate" Coordinators: A Qualitative Case Study, Jocelyn Auerbach Klein

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Impact of Multicultural Literature Through Reader's Response, Rachel Konrad

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Bridging Communities: A Mixed Methods Case Study of Commuter Student Civic Engagement at Goldfinch University, Charles Leo Kuski

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Questions of Competence: A Heuristic Inquiry of Women Graduate Students with Invisible Disabilities in Male-Dominated Academic Fields, Stephanie Alexandra Nicolette Levin

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The Role of Emerin in Myogenic Differentiation, Nicholas Marano

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DEFINING AND EVALUATING PERFORMATIVE ACTIVISM: A MIXED METHODS APPROACH, Caitlyn Renee Upton Massaro

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EXPLORING THE ANALGESIC EFFECTS OF DOPAMINE D3 RECEPTOR NEGATIVE ALLOSTERIC MODULATORS (D3R NAMS), Pintu Miah

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A Holistic Assessment of Osteopathic Medical Student Well-Being and Self-Perceived Levels of Happiness, Stress, and Satisfaction with Life, Brittany A. Mitchell

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EXPLORING THE EFFECT OF NANOMODIFIERS ON THE SELF-HEALING PROPERTY OF ASPHALT BINDERS, Debzani Mitra

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A STUDY OF EARLY CHILDHOOD COACHES’ PREPAREDNESS TO IMPLEMENT LGBTQ+ AFFIRMING SOCIAL–EMOTIONAL PRACTICES, Nicole Lynn Muñoz