This evaluation paper reports on the implementation of an Engineering Summit for high school counselors. Counselors play an important role in guiding students toward postsecondary opportunities in engineering fields. Research indicates that limited knowledge of engineering and narrow perceptions of engineering practice can constrain counselors’ advising. Our team designed and hosted the Engineering Summit for 10 high school counselors, a 1.5-day, in-person professional learning workshop. The summit was part of a larger year-long effort examining how professional learning experiences can support counselors’ understanding of engineering and their approaches to engineering career counseling. Focus group discussions were conducted to evaluate the summit experience. Findings indicate that counselors valued hands-on and collaborative activities, developed broader conceptions of engineering beyond mathematics and science, and expressed increased confidence in supporting engineering pathways. This paper offers design insights for counselor-focused professional learning in engineering education.
Authors
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Sanjeev Kavale completed his PhD in Engineering Education Systems and Design (EESD) at Arizona State University (ASU). Prior to his Ph.D., he worked as an assistant professor in the School of Mechanical Engineering at KLE Technological University, India. His research interests are mindsets and their applicability in engineering, outcomes-based education, and problem / project-based learning.
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Medha Dalal, Ph.D., is an Associate Director of Scholarly Initiatives and Assistant Research Professor of Engineering Education Systems & Design within the Ira A. Fulton Schools of Engineering at Arizona State University. Her career as an engineering educator and researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. Her research seeks to transform and democratize engineering education by exploring ways of thinking, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning.
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Dr. Lydia Ross is a clinical assistant professor in the Mary Lou Fulton Teachers College. She also serves as the executive director of the Association for Education Finance & Policy. She holds a PhD in Educational Policy and Evaluation from Arizona St
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Renae D. Mayes PhD, NCC, is the Smith Endowed Chair in Prevention and Education and Professor in the Department of Educational Psychology at the University of Arizona. She is a licensed school counselor and national certified counselor with experience in K-12 schools along with specialized educational settings. She completed her Ph.D. in Counselor Education at The Ohio State University, where she was a Todd Anthony Bell Fellow. Dr. Mayes completed degrees at the University of Maryland, College Park (M.Ed. in School Counseling) and the University of Missouri (B.S. in Middle School Math and Social Studies Education)where she was a McNair Scholar. Dr. Mayes was also Gates Millennium Scholar as an undergraduate and graduate student. Her research agenda centers around the creation of Black joy and homeplace for Black students, including Black boys, girls, and gifted Black students with dis/abilities. Her research details the experience of students and families navigating schools, while also providing recommendations for dismantling systems of oppression through policy and abolitionist practice.
Note
The full paper will be available to logged in and registered conference attendees once the conference starts on
June 21, 2026, and to all visitors after the conference ends on June 24, 2026
