INTRODUCTION TO SEQUENCE STRATIGRAPHY: A PROJECT-BASED UNDERGRADUATE UPPER DIVISION COURSE

Introduction to Sequence Stratigraphy is an upper division course developed at Lake Superior State University Geology Department as a part of a NSF sponsored undergraduate curricular revision. It is designed to teach the basic concepts of sequence stratigraphy in the context of clastic and carbonate systems. Based on constructivist educational philosophy, this course integrates lecture and laboratory utilizing diverse active learning strategies that focus on real-life experiences and problems. Course objectives include gaining an understanding of the concepts and applications of sequence stratigraphy and learning the basic methods of stratigraphic correlation using well logs. A further goal is for students to use geologic computer software to develop graphic representation of sedimentary rock sequences including construction of cross-sections, fence diagrams, isopach and structure contour maps, ect. Lecture material focuses on the development of sequence stratigraphy concepts, mechanisms, descriptions of cycles of varying episodicies within the Pennsylvanian, shallow marine clastic and carbonate cyclicity, and time correlation applications. Students engage in laboratory exercises and work in teams of two on a semester-long project. This project requires students to interpret the stratigraphy and develop a petroleum prospect in the Powder River Basin, Wyoming. Target formations are those the students examine in outcrop in their prerequisite sophomore-level field course to the Black Hills, South Dakota. Each team works on a different specified field and they compete to generate the best prospect. Students model real life experience by downloading borehole data from the Wyoming Oil and Gas Conservation Commission website and entering it into Rockworks software. Teams present weekly progress reports which include work completed, such as pertinent maps and cross sections, and plans for future work. A final individually written paper and a team oral presentation are required. When engaged in project-based activities, students uniformly report heightened interest and motivation. Student’s skills in data analysis, interpretation and presentation increase throughout the project as do interpersonal skills related to group dynamics in an industry modeled, development team approach.