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.
Theses/Dissertations from 2016
Partitions of finite frames, James Michael Rosado
Transgressive acts in an era of accountability: narratives of New Jersey's public school teachers, Gary Daniel Scavette
Modeling atypical building use with commercially available building simulation software, Sarah E. Schanck
The effect of new literacies and technology on student engagement and transforming the literacy block, Allison M. Schlupp
The effects of using direct instruction and computer-assisted instruction on teaching decoding skills to elementary students with learning disabilities, Jessica Lauren Schramm
The effects of a multiple schedule and RIRD intervention on the vocal stereotypy of a student with autism spectrum disorder, Kathleen Michelle Scully
The effectiveness of listening while reading with story mapping on the reading comprehension of students with emotional disorders, Suzanne C. Sedarat
Self-monitoring for students with disabilities, Lauren Beth Serebransky
Transcending we/they: a qualitative formative evaluation of the transformative potential of an in-district leadership development program, Jennifer Anne Sharp
Does benevolence benefit? Understanding the role of benevolent sexism sub-factors in predicting sexual aggression among men, Alyssa Nicole Shilinsky
The effects of group cohesion and experiential learning activities on participation styles in a college classroom, Elizabeth Shmikler
Socioeconomic status and its relationship to educational resources, Christene M. Sledge
An exploration of student anxiety and the degree of ABA services, Alexis Stavros
What motivates reluctant male readers?, Cheryl Ann Tartaglione
The effects of culturally responsive instruction and multicultural texts to support fifth grade struggling readers in an RtI Tier 2 classroom, Dana Marie Teague
Comparing the effectiveness of two verbal problem solving strategies: Solve It! and CUBES, Margaret Tibbitt
Encouraging professional competency development of higher education administration graduate students through supervised student affairs practice, Andrew S. Tinnin
The effects of Orton Gillingham instructional techniques during small group instruction, Kathleen Tiver
National Association of School Psychologists approved programs applying for Nationally Certified School Psychologist, Karly Trovarelli
Influence of mentors of female development among higher education administrative professionals, Courtney Van Leuvan
A critical discourse analysis of strategies for change in New Jersey’s teacher evaluations: How principals make meaning of the Danielson Framework for Teaching, Sara Jane Van Ness
The United States Medical Licensing Exam (USMLE) and medical student wellness: an ethnographic qualitative study at Cooper Medical School of Rowan University, Patricia Davis Vanston
