Publications
Publications
Newest first, grouped by type. Each entry has a plain-language summary and a button that copies the APA citation. Links go to the publisher.
Peer-reviewed journal articles
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Adeniranye, D. I., Lunn, S. J., Mosobalaje, O., Eze, P., Berhane, B., & Adeniyi, D. (2026). Institutional structures, digital inequality, and AI integration in higher education. Computers and Education Open, 100400. https://doi.org/10.1016/j.caeo.2026.100400
In brief: Examines how institutional structures and unequal access to digital resources shape the way universities integrate AI.
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Adeniranye, D. I., Berhane, B. T., & Keah, A. (in press). AI technician workforce demand and community college curriculum development: A systematic secondary analysis of Maryland’s Eastern Shore. Journal of Career and Technical Education.
In brief: Sets regional employer demand for AI technicians against what community college curricula in Maryland’s Eastern Shore currently prepare students to do.
In press
Manuscripts in review
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Adeniranye, D. Paradoxical navigation: Black engineering transfer students’ lived experiences at a Hispanic-Serving Institution. Journal of Engineering Education.
In brief: Describes how Black engineering transfer students make their way through a Hispanic-Serving Institution, drawing on the dissertation study.
Revise and resubmit -
Adeniranye, D., Dansu, V., & Olayemi, O. Beyond community cultural wealth: Diasporic cultural capital in a Nigerian engineering student’s cross-national transitions. Studies in Engineering Education.
In brief: Proposes diasporic cultural capital as a way to name the resources one Nigerian engineering student carried across national transitions.
Revise and resubmit -
Adeniranye, D., Berhane, B. T., Rodriguez, S., Liu, J., Sosa-Molano, J., & Sturgess, J. The importance of advisors in the engineering transfer process: How academic advisors describe the transfer process, transfer receptivity, and servingness in an HSRI. Studies in Engineering Education.
In brief: Looks at the transfer process through the eyes of academic advisors at a Hispanic-Serving Research Institution.
Revise and resubmit -
Adeniranye, D. I., Berhane, B. T., Luszczynska, A., Delaine, D., Dickerson, D., & Fletcher, T. Non-centered populations at minority-serving institutions: Black students’ perceptions of servingness at a Hispanic-Serving Research Institution. AERA Open.
In brief: Asks how Black students experience servingness at an institution whose minority-serving designation centers a different group.
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Ogwo, A., Berhane, B., Lee, E., Adeniranye, D., Vaye, C., & Eze, P. “Still in the process to learn”: The role of immigrant and racial identity in the adjustment experiences of Black immigrant engineering students in the transfer process. Journal of Engineering Education.
In brief: Explores how immigrant and racial identity shape Black immigrant engineering students’ adjustment during transfer.
Under review
Peer-reviewed conference papers and presentations
2026
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Adeniranye, D., Brijmohan, Y., Wasay, A., & Jaco, M. (2026, June). Understanding undergraduate students’ use of generative AI for learning in STEM: An integrative literature review. Proceedings of the 2026 ASEE Annual Conference & Exposition, Charlotte, NC.
In brief: Brings together research on how undergraduates use generative AI to learn in STEM courses.
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Adeniranye, D., & Berhane, B. (2026, June). AI technician workforce demand and community college curriculum development: A systematic mixed-methods analysis of Maryland’s Eastern Shore. Proceedings of the 2026 ASEE Annual Conference & Exposition, Charlotte, NC.
In brief: Uses mixed methods to compare regional demand for AI technicians with community college curriculum development.
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Adeniranye, D., & Eze, P. (2026, June). Predicting international partnership readiness: What institutional factors shape AI integration capacity in Nigerian universities’ engineering programs? Proceedings of the 2026 ASEE Annual Conference & Exposition, Charlotte, NC.
In brief: Identifies the institutional factors linked to Nigerian engineering programs’ capacity to integrate AI and take part in international partnerships.
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Eze, P., & Adeniranye, D. (2026). Why African universities should prioritize open-source large language models: Evidence from computing career guidance across ten countries. In M. Cunningham & P. Cunningham (Eds.), IST-Africa 2026 Conference Proceedings (pp. 1–8). IST-Africa Institute and IIMC. https://doi.org/10.67725/IST-Africa.2026.MBRA5267
In brief: Argues, using computing career guidance across ten countries, that African universities should prioritize open-source large language models.
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Keah, A., Berhane, B., & Adeniranye, D. (2026, June). Credit for prior learning in engineering for non-degree technicians: A comparative policy analysis. Proceedings of the 2026 ASEE Annual Conference & Exposition, Charlotte, NC.
In brief: Compares policies that let technicians without degrees earn engineering credit for what they already know.
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Liu, J., Berhane, B. T., & Adeniranye, D. (2026, June). Support services: Insights from the survey of post-traditional undergraduate engineering students at a Hispanic-Serving Institution. Proceedings of the 2026 ASEE Annual Conference & Exposition, Charlotte, NC.
In brief: Reports what post-traditional engineering students at a Hispanic-Serving Institution say about support services.
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Olatunde, M., Adeniranye, D., Aku, M., Ibeh, P., Ojegbile, P., & Olayemi, M. (2026, August). From data to pedagogy: A framework for integrating the Volve oilfield dataset into data analytics and machine learning for the petroleum engineering undergraduate curriculum. SPE Nigeria Annual International Conference and Exhibition, Lagos, Nigeria.
In brief: Offers a framework for teaching data analytics and machine learning in petroleum engineering with the open Volve oilfield dataset.
2025
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Adeniranye, D., Berhane, B., Liu, J., Sosa-Molano, J., & Najera, G. (2025, June). Policy and program leaders’ lenses: Enhancing educational transitions and success for engineering transfer students. Proceedings of the 2025 ASEE Annual Conference & Exposition, Montreal, Canada. https://peer.asee.org/57050
In brief: Draws on policy and program leaders’ perspectives to improve transitions for engineering transfer students.
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Liu, J., Berhane, B., Adeniranye, D., Yowell, J., Sosa-Molano, J., Sturgess, J., & Stites, N. (2025, June). Building college capital for community college students: The perspectives of students participating in an engineering program. Proceedings of the 2025 ASEE Annual Conference & Exposition, Montreal, Canada.
In brief: Presents community college students’ own accounts of building college capital in an engineering program.
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Liu, J., Berhane, B. T., Najera, G., Adeniranye, D., & Sosa-Molano, J. (2025). Embracing “productive struggle”: Early lessons from applying collective impact to optimize engineering pathways between community colleges and minority-serving institutions. 2025 Council for the Study of Community Colleges (CSCC) Conference.
In brief: Shares early lessons from using collective impact to strengthen engineering pathways between community colleges and minority-serving institutions.
2024
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Adeniranye, D., Berhane, B., Sturgess, J., & Liu, J. (2024, June). Tracing Black transfer students’ success in engineering: A comparative insight into transfer student trends at two state minority-serving institutions. Proceedings of the 2024 ASEE Annual Conference & Exposition, Portland, OR. https://peer.asee.org/48168
In brief: Compares transfer trends for Black engineering students at two state minority-serving institutions.
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Adeniranye, D., Olayemi, M., Dansu, V., Arigye, J., Benjamin, M., & Babalola, I. (2024, March). From virtual premises to real promises: Tracking the formation of the African Engineering Education Fellows in Diaspora. Proceedings of the 68th Annual Comparative and International Education Society Meeting, Miami, FL.
In brief: Traces how a diaspora network of African engineering education fellows took shape.
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Anderson, E. W., Adeniranye, D. I., Amaya, N., Kumar, N., Sanchez Perdomo, S., & Vaye, C. N. (2024, April). Picturing place through photostory. American Educational Research Association Annual Meeting, Philadelphia, PA.
In brief: Presents photostory as a way to represent place in education research.
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Irwin, C., Dickerson, D., Ellis, J., Adeniranye, D., Berhane, B., Green, A., Lamy, B., & Oehm, N. (2024, March). Professional development design and implementation to foster planning for culturally responsive engineering experiences. National Association for Research in Science Teaching (NARST) Annual International Conference, Denver, CO.
In brief: Describes professional development that helps teachers plan culturally responsive engineering experiences.
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Sturgess, J., Berhane, B., Secules, S., Long, H., Adeniranye, D., & Liu, J. (2024, June). Expanding the broadening participation in engineering focus to include data on nontraditional students. Proceedings of the 2024 ASEE Annual Conference & Exposition, Portland, OR. https://peer.asee.org/47386
In brief: Makes the case that broadening participation work in engineering should include data on nontraditional students.
2023
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Adeniranye, D., & Berhane, B. (2023, June). Understanding the academic journey of an international West African engineering graduate student in the United States. Proceedings of the 2023 ASEE Annual Conference & Exposition, Baltimore, MD. https://peer.asee.org/44545
In brief: Follows the academic journey of an international West African engineering graduate student in the United States.
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Berhane, B. T., Vaye, C. N., Sturgess, J. R., & Adeniranye, D. I. (2023, June). Exploring the potential for broadening participation in engineering through community college and minority-serving institution partnerships. Proceedings of the 2023 ASEE Annual Conference & Exposition, Baltimore, MD. https://peer.asee.org/43637
In brief: Explores how partnerships between community colleges and minority-serving institutions could broaden participation in engineering.
Submitted for 2027
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Adeniranye, D. I., & Parris, K. A. A. (2027, June). Use, restraint, and refusal: How first-year engineering students engage with generative AI in their first semester [Abstract submitted]. 2027 ASEE Annual Conference & Exposition, Toronto, Ontario, Canada.
In brief: Looks at how first-year engineering students use, limit, or decline generative AI in their first semester.
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Adeniranye, D. I. (2027, June). From shared materials to enactment: A self-study in first-year engineering [Abstract submitted]. 2027 ASEE Annual Conference & Exposition, Toronto, Ontario, Canada.
In brief: A self-study of how shared course materials become day-to-day teaching in first-year engineering.
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Adeniranye, D. I., & Tyson, W. (2027, June). Reading the signals: How S-STEM scholars perceive artificial intelligence and whether it shapes their persistence, transfer, and career decisions [Abstract submitted]. 2027 ASEE Annual Conference & Exposition, Toronto, Ontario, Canada.
In brief: Asks whether S-STEM scholars’ views of AI shape their decisions to persist, transfer, or choose a career.
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Adeniranye, D. I., & Tyson, W. (2027, June). Time, not just tuition: How S-STEM scholars use scholarship support and how it relates to persistence [Abstract submitted]. 2027 ASEE Annual Conference & Exposition, Toronto, Ontario, Canada.
In brief: Examines how S-STEM scholars use scholarship support and how that use relates to persistence.
Submitted
Earlier work in mechanical engineering
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Okekunle, P. O., & Adeniranye, D. I. (2015). Effects of pressure and heating rate on product release rates and yields during biomass pyrolysis in the thermally thick regime. Journal of Energy Technologies and Policy, 5(4), 35–49.
In brief: Studies how pressure and heating rate change product release and yields when large biomass particles are heated.
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Okekunle, P. O., Adeniranye, D. I., & Osowade, E. A. (2014). Numerical investigation of the effects of reactor pressure on biomass devolatilization in the thermally thick regime. Chemical and Process Engineering Research, 28, 1–10.
In brief: Uses numerical modeling to examine how reactor pressure affects devolatilization in thick biomass particles.