2026 ASEE Annual Conference & Exposition

In October 2024, we launched the inaugural the University of Virginia (UVA) Workshop on Large Language Models (LLMs) for Science and Engineering as a pilot initiative to integrate emerging AI technologies into engineering education through community-based engagement. The workshop aimed to build interdisciplinary partnerships and foster inclusive learning environments that support the responsible and collaborative use of LLMs. This effort aligns with community engagement principles by promoting mutual benefit, inclusive participation, and sustained collaboration across academic and societal boundaries [1].

The workshop was co-organized by faculty from multiple engineering departments and supported by institutional partners across UVA and local industry. It attracted students, faculty, researchers from various disciplines , and entrepreneurs from industry. The event served as a platform for building relationships among stakeholders interested in the educational and societal implications of LLMs.

Structured over two days, the workshop agenda was centered around several key themes which sparked engaging discussions and idea exchange amongst the participants: 1) LLMs in Scientific Discovery and Engineering Design, 2) Current Progress of LLM Development, and 3) LLM Practice and Applications. The format included keynote talks, faculty presentations, hands-on tutorials, roundtable discussion, student lightning talks, and poster sessions. A dedicated panel focused on broadening participation and fostering equity in LLM education. The design emphasized accessibility and interdisciplinary dialogue, with curated content for both novice and experienced users.

While formal educational assessment was not the focus in this paper (in a different paper), participant feedback collected through surveys indicated strong engagement and perceived value. Attendees reported increased understanding of LLM technologies, appreciation for diverse applications, and interest in future community-oriented initiatives. The workshop also enhanced participants’ sense of belonging to an emerging LLM education community.

Key lessons included the importance of scaffolding technical content, facilitating cross-disciplinary exchange, and designing inclusive learning experiences. The workshop’s format and materials are transferable to other institutions seeking to introduce emerging technologies through community-engaged models.

This case study illustrates how academic workshops can serve as innovative engagement models for integrating community-based efforts into engineering curricula. As next steps, we plan to launch a community-engaged capstone initiative using LLMs and launch a new engineering course by partnering with local organizations to co-create LLM applications for education, accessibility, and public service.