The inclusion of a student-run fieldtrip within an upper-level course provides a method to link a diverse number of topics under one overarching theme. In Spring 2009, the capstone “Report Writing and Computer Applications in Geology” course at the University of Pittsburgh at Johnstown was re-designed to center around a student-led fieldtrip. Each student was responsible for planning and leading a half-day fieldtrip in any geologic sub-discipline of their choice in the American Southwest during spring break. Students presented 15-minute talks on the geological background of their topic prior to the fieldtrip, posters of what had been visited at each stop at a university-wide research fair several weeks after spring break, and wrote 15-page guidebook articles as a final project. These three assignments addressed the wide array of subjects originally taught as discrete lessons, such as: improving the students writing and research skills; deepening the students' ability to use Word, PowerPoint, Illustrator, Photoshop, and GoogleEarth; and refining their understanding of what information is appropriate for different types of geological publications and presentations. Student-run fieldtrips can offer a focus for a class to touch on a wide-array of subjects within an integrated framework.