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 2015
Nurturing young learners in practice: a case study of key teacher dispositions that support child centered practice in an urban preschool environment, Lorraine Ricchezza
The effects of external controls on teachers' development of technology competencies in an economically disadvantaged district, Oscar Rodriguez
Community college transfer student identity, development and engagement: a constructivist grounded theory approach, Sheri Rodriguez
Lignin-derived thermosetting vinyl ester resins for high performance applications, Daniel Rogers
EHAWK: UAV - remote launch of Unmanned Aerial Vehicles Kite Based System, Matthew R. Rossett
The effects of abuse on mental health outcomes of males, Helana Russo
Improving student engagement in preschool classrooms with developmentally appropriate read aloud opportunities, Kimberly Russomanno
Hippocalcin Response to Calcium: Do Conserved Tryptophans – W30 or W103 – Matter?, Sunkesula K. Sagar
Integrating the curriculum using a small-scale hybrid power train, Mariaeugenia Salas Acosta
Full time attendance in an early childhood education center improves emergent literacy skills, Dana Samuelsen
Evaluating campus climate according to resident status, Francine Sandone
Repeated reading for students with special needs, Julie Sara
An exploratory investigation of daycare teacher stress and locus of control, Veronica Schumann
Reading between the play lines, a play-based research study: children at play acquiring literacy skills socially and through self-discovery, Brianne Siderio
Event-based hydrologic model calibration using NEXRAD in a data-poor region of southern New Jersey, Christopher Siegel
Assessment variability among states in determining Part C eligibility criteria, April Siktar
Childhood feeding practices in African Americans, Nicole Somogy
Examination of structured physical activity on students with special needs, Arianna Sparano
Childhood feeding practices and parenting styles in Hispanics, Kasi Spinelli
Blogging in response to literature: reading, writing, and thinking through the digital medium, Patrice Steller
Genome Engineering to Create Dominant Alleles in Caenorhabditis elegans Using CRISPR-CAS9 Technology, Abrar Sulaimani
Vocational curriculums and best practices for emotionally disturbed students, Daniel Tarantula
Undocumented Hispanic students and the postsecondary transition: a narrative perspective, Alfred Trafford
The impact of using mentor texts and the writing workshop with first grade writers, Kelly Turner
