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 2015
Using the Raz-Kids reading program to increase reading comprehension and fluency for students with LD, Angela Marchand
Job satisfaction and attrition among special education teachers, Sophia Mastrantuono
Teachers' reflections on their professional development school clinical internship experience: a case study of novice teachers, Lindsay McCarron
What happens when you use multicultural mentor texts as read alouds to generate ideas for writing personal narratives?, Catherine McConathey
Promoting behavior change in Rowan University students through fitness and wellness programming, Megan E. McHugh
Teacher knowledge, skill. and willingness to work with students with attention deficit hyperactivity disorder (ADHD), Colleen McKnight
Leading and developing a first year learning community for opportunity program students, Penny E. McPherson
Gender advantage? A case study of male nursing students at a New Jersey community college, Kathleen Michell
Academic achievement in student athletes versus non-student athletes, Leslie Miles
An examination of a homework and organizational skills intervention for middle school students with attention deficit hyperactivity disorder, Kristy Mitchell
The effects of in-service training on teachers' attitudes towards inclusion, Heather Moore
The effects of Unified Sports on attitudes of college students towards students with intellectual disabilities, William Moylan
Exploring the factors of persistence for African American senior nursing students, Yolanda Nelson
Evaluating teacher stress and its effect on student behaviors in an alternative school, Kimberly Nizolek
Principals' outlooks on suspension based on socioeconomic status, gender, years of experience, and school type, Jennifer Ohara
Student affairs programs at Rowan University and their impact on students' sense of mattering, Sarah M. Olsen
How does social comparison affect self-esteem in the classroom after receiving an exam grade, Dana Oppenheimer
The Development of a Platform for Expression and Purification of the Mammalian Transmembrane Transporter ABCA4, Amaryllis Ortiz
Effective conversations about literature in ESL, Andrea Ortiz-Soto
The efficacy of bibliotherapy for social anxiety and depressive symptomology, Paige Palumbo
Examining the underlying currents of high school girls' perceived STEM self-efficacy and science course options: a mixed methods study, Jill Patterson
A qualitative study: student mothers' perceptions of homogeneous and heterogeneous advisory groupings in secondary settings, Vanessa Pellington
I want to read because...reading motivation in a first grade classroom, Laurie Ann Powell
Culture of collaboration: professional learning communities and collaborative coaching, Ashley Power