From Geophysical Well Logs to Hydrogeological Model: Learning Through a Visual and Technology Intensive Course

Carrier, A., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, acarr18@lsu.edu; Choi, M., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, mchoi2@lsu.edu,; Gowdy, S., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, sgowdy2@lsu.edu; Hoefeld, R., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, rhoefe1@lsu.edu; Hudson, C., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, chuds15@lsu.edu; Spano, C., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, cspano2@lsu.edu; Treloar, C., Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, ctrelo1@lsu.edu; and Wicks, C.M., Chairperson, Department of Geology & Geophysics, Louisiana State University, Baton Rouge, LA 70803, cwicks@lsu.edu.

The Communication across the Curriculum (CxC) program at Louisiana State University focuses on developing students’ written, spoken, visual, and technological communication skills. The Physical Hydrogeology course offered in the Department of Geology & Geophysics and taught by C.M. Wicks is a CxC course focused on hydrogeology and on visual and technological communication skills. The CxC project during the Fall 2015 semester for the Physical Hydrogeology course was an independent project in which they had to incorporate data gathered from geophysical well logs into a hydrogeologic model and preparation of a 28 cm by 43 cm poster. This presentation summarizes the students’ independent projects, a description of the pedagogy used in the class, and a review of the ‘stumbling blocks’ that were encountered by the students as they completed their projects.

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