2026 ASEE Annual Conference & Exposition

This paper presents the design of a Transformative International Research Experience (TIRE) that reimagines global engineering education as a structured process of intercultural collaboration, research engagement, and reflective transformation. Grounded in Mezirow’s Transformative Learning Theory (TLT), Habits of Mind, and Experiential Learning Theory, the TIRE model positions international research as an intentional, theory-informed pathway for cultivating globally engaged, self-aware engineers.

The program is founded on multi-institutional collaboration among partner universities that share research priorities and mentorship responsibilities. Jointly supervised multi-institution student teams undertake projects addressing mutually relevant topics—including sustainable technologies, digital innovation, and community resilience—ensuring both intellectual reciprocity and contextual relevance. Faculty mentors co-design the research agenda, facilitate bi-directional knowledge exchange, and promote equitable engagement across institutions.

Three interconnected forms of immersion—research, industrial, and cultural-historical—enable students to experience authentic inquiry, applied professional contexts, and cross-cultural engagement. A comprehensive pre-departure module prepares all participants through training on research ethics, intercultural communication, safety, and mental health. The module culminates in an Individual Development Plan (IDP) aligning personal, academic, and professional goals. During the experience, students complete weekly reflections grounded in Mezirow’s Habits of Mind (e.g., persistence, empathy, flexibility) to document affective and cognitive shifts that accompany their research and cultural learning. These reflections capture evidence of perspective transformation and support students’ emotional and intellectual journeys.

The paper also discusses the development process, implementation challenges, and mitigation strategies encountered in building the TIRE program. Finally, it summarizes the key dimensions of students’ IDPs—Personal and Cultural Development, Academic and Professional Growth, Personal Well-being and Health, Personal and Social Relationships, and Long-Term Career and Life Goals—and the perceived challenges students identified in meeting these developmental objectives.