Introductory geoscience students frequently encounter challenges in connecting abstract subsurface concepts to their lived experiences and academic trajectories. This planned term-long project examines how the integration of geological inquiry with structured artistic expression can deepen conceptual understanding. The goal of this work is to strengthen observational and analytical skills and enhance student engagement in introductory geoscience courses. During a week of the term, students investigated active campus drilling and construction sites. They engaged with engineering and construction project managers and examined and sampled excavated soils and bedrock. Students designed and implemented original research projects grounded in direct observation and empirical data collection. To extend their analyses beyond the traditional laboratory report, students developed artistic works that interpreted and communicated their findings through non-traditional formats. These creative components were intentionally structured to complement, not substitute, for scientific rigor. Students synthesized geotechnical data, assessed spatial relationships of geologic units, and created geologic interpretations of the subsurface in innovative and integrative ways.