What do soccer, summer camps, and volcanoes have in common? For Mitchel Lambert, they all came together in the perfect storm to shape his role as a coordinator for GeoForce. In this episode, Mitchel opens up about his unexpected journey from sports administration to guiding high school students through the wild world of geology. From drone mapping to discussions about earthquakes, we dive into how GeoForce takes learning outside the classroom and shows students the real impact of geoscience on their lives.

Got a lava questions or want to be featured next? Email me at dgaur@utexas.edu

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Transcript

Personal Experiences and Reflections

[00:24:20] Diya Gaur: What was one of your favorite, like, moments during the 12th grade academy?

There were just so many. If I were to answer the question myself, I think one thing, not my favorite, but something memorable that I remember is that when we were stuck at the vending machines on the first day of camp, um, I was with my best friend Nadia, who you also know, and we went to go buy some snacks from the vending machines, and so we were trying to buy multiple items at once and then, you know, It just wouldn't dispense, and so Jennifer almost came up and checked on us, like, Okay, like, what is going on?

And, I mean, it's just, kind of those moments that you also carry, like, as a GeoForce student, the interactions with staff members, fellow GeoForce people, it's just amazing, and so that's, like, a lot of things that I can take away from it. You know, my interactions with people, like my fellow students there, the staff members, as well as the guest speakers.

Like, I've had such amazing conversations with some of the, like, guest speakers and also the research group leads and mentors, which we had at the Kiesling Lab, which is where I was doing the ice sheet modeling at J. J. Pickle. I just had so much of, like, meaningful conversation added to my experience there.

It kind of just gave me another fresh perspective into the geologies. So I mean, that's super memorable and like one of my favorite parts of geology and geoforce. So I want to ask that question to you. What is your favorite part of geoforce, more specific to the 12th grade academy? 

[00:25:48] Mitchel Lambert: Yeah, so I, pre summer, um, Jennifer and I had a number of conversations with Jamie Austin who, you know, has been a part of geoforce for a long time.

He's been working at UTIG for 46 years. Like he has been around from geoforce. Um, early on, he used to lead every single one of our 12th grade academies, and what he would do, he was telling us, like, he would make students stand up at the front, in front of all of their peers, and tell them, do their career aspiration pitch, of like, this is who I am, like, this is where I'm from, I, this is why I initially got involved in GeoForce, you know, and this is what I wanna do with my, you know, when I go to school, when I go to college, this is what I wanna study, and this is what I wanna do for my career.

Um, and he was like, I'm gonna make them stand up in front of everybody. In my head, I'm like, I am the a huge extrovert, I'm here for it. I have worked with so many kids who are like not about it at all and speak in front of people, and I'm like, how is this gonna go? He is like certain that this is gonna work, and I am like, I don't know if this is gonna work, but like, night one of that first group that went up, when Tim Gouge's group went up, and they all, like, had been practicing throughout the day, and they all crushed it, I was like, oh, this is gonna be, like, meaningful, to, like, sit here and listen to all the students and have them, you know, talk about, you know, how they got engaged with GeoForce, what they wanna do, um, hearing all these people saying, like, oh, I'm gonna go, uh, be a cardiac surgeon, or I'm gonna do Neurosurgery, or I'm gonna go into geosciences.

I'm gonna be a geophysicist and study earthquakes specifically. Having all the students stand up and go and present, like, this is what I'm gonna do, and, like, by and large, everybody crushed it, like, got up there, and it was super cool to, like, see What brought people to GeoForce? So many people were like, oh, my mom signed me up and made me go.

Like, that was so many people. And they're like, and of course, Jamie would be like, okay, but did you enjoy it? And they're like, oh, yeah, I had a great time. It was fantastic. Like, I'd do it again in a heartbeat. So that was super cool for me of getting to like, see and listen and kind of learn a little bit about all that.

I also, like, as you have seen on the different academies, enjoy getting to know the students, getting to, like, talk with them, um, in different ways. I love the unstructured mealtimes of walking, er, like, during unstructured times like mealtimes, where I can walk around and talk to different groups of students and everything.

And there were a crew of students that were from the southwest that had gone out to the coast for three days, and so I saw them, like, Sunday, the beginning of Monday morning, and then they peaced out on Tuesday. And it's like, Friday, they've gotten back, and I went over and talked with them, and I addressed them by name, and they're like, what, how do you know my name?

like, kid, I'm good at my job! What do you mean, how do you, how do I know your, I need to know your name! Like, you don't just disappear because you went to the coast! True, 

[00:28:33] Diya Gaur: yeah, I mean, yeah, 

[00:28:35] Mitchel Lambert: like It's just like, those little, those little interactions is, are great, and it's like, why I love working with students so much.

Just those interactions here and there that we have, like, just throughout the week, I find super rewarding and invigorating. 

[00:28:49] Diya Gaur: Yeah, like, me as well, like, I also really vividly remember having to go up and present my speech, um, in front of, like, 200 kids. No, was it 200 kids? 117. Yeah. Yeah, 150. Yeah. 

[00:29:03] Mitchel Lambert: Yeah, 150 with all staff.

[00:29:05] Diya Gaur: Yeah, so about 150 people, like, that was, that was a lot. I mean, at first I was like, kind of nervous to go up there, but it's really that moment where you're like, Okay, so everyone in the room has done this, and so this is kind of what you need to do, like, going into life, like, you have to know how to talk to people, and so, you know, it's like, in that kind of way that I felt kind of empowered by it at the end, like, Oh yeah, I survived my two minute speech, which I was like really dreading like in the beginning, but honestly when I went up there and talked to my peers, it really wasn't that bad.

Instead, it was like kind of fun. And I also really loved hearing about like all of their different experiences because, you know, we are from all over Texas, like we have so many different cultural, socioeconomic types of backgrounds, and so it's like really meaningful to be able to hear You know, other peers like our age see what they want to do in life, like their aspirations and their motivations for it.

So that's like something that you don't hear every day and it was nice because there's so many people in the academy already and it's hard to kind of know what they want to do exactly and so it kind of gave you a better understanding of them. Yeah, I really love that. 

[00:30:12] Mitchel Lambert: And two, I was so surprised. 

[00:30:14] Diya Gaur: Yeah, in your experience, like, how has working with GeoForce, and like, you know, talking, engaging with all these students, like, changed your perspective on geology and education overall?

[00:30:26] Mitchel Lambert: Yeah, when I was applying for the job, I was like, I, I know a bit about geology, like, because my grandfather was a geologist for Exxon, and he would tell me all the things, and literally what it boils down to is geologists lick rocks. And try and figure out what they are. I was like, that's, that's all of my knowledge of geology.

Like, I know there are different layers, um, and everything like that. And last year, on my ninth grades, because those were the first academies that I went on, um, we had a bigger focus on quizzes and like, assessments. And so I would take the tests and quizzes with the kids and be like, alright, let's see if you can beat me.

And a lot of times they could. I got a lot of 7 out of 10s. And so, it was like, I, I was like, open up, I'm like, hey, look kids, I am learning this stuff just as well as you are, right here, right now. Um, and, there are some things, like, I know most, if there's a rock I can see in Texas, it's almost always limestone.

Like, I got that. True! There, there's small little things that I'm like, I've picked up on. Um, you know, I, like, have an appreciation for all of the folks who teach, like, our instructors, um, who are folks who, like, are Ph. D. candidates or have their Ph. D. and are current researchers and instructors for college students.

Talking with them and hearing, you know, how much they care about their specific, very niche aspects of geosciences has been super enlightening. We, we joke, like, with some of the different instructors, um, we sit here and joke about they'll go into really in depth stuff about Mars and how it doesn't have tectonics, da da da da da, and I'll sit over here and I'll just be like, nerd, and then at the same time he's like, oh yeah, yeah, yeah, uh huh, and what, tell me about MLS and this new roster thing that you're talking about.

And so I'll go off for 10 minutes about, you know, MLS roster constructions and how the Domestic Soccer League works, and I hear, NERD, and it's just those little things of like the little aspects of the things that we truly care about and are passionate about and like wanting to learn. And the folks like at GeoForce who come and bring their expertise are so willing and ready to share it with the students and they want the students to learn and ask them questions.

And make sure that they're The students are understanding what they're teaching. All of them are like, With the education coaches, with us, it's like, hey, is this at a level that the students can understand? Are they actually getting something from this? Really, like, I have learned stuff here and there. I can sort of, kind of, understand the general outlines for all of the different academies that we go on.

I can answer some questions here and there that kids ask, but really what I've kind of, you know, always known is like, there are people on these trips that want to teach these students, that want to get them engaged, that want to find the specific aspects of geosciences, um, that will connect with each student.

There might be one kid who is like, nuts about paleontology, and a different kid who is nuts about earthquakes, and then it's You know, the instructor's role to figure out, okay, how do I get both of these kids engaged throughout the academy, throughout the week? And transfer this knowledge that I have, that we're gonna touch on throughout the week, um, to these students in a way that, like, is manageable for them and is engaging for them, like, what does that look like?

So that has been, like, super great to see how the instructors and how the education coaches get the different kids engaged to really care about geology, um, because they have that passion, they have, you know, That drive that they want to learn more and they want to share that with the students. Um, and I try and pick up stuff here and there.

I will ask questions on the bus ride because I generally sit up front with the instructors and ECs and be like, okay, so what are we actually seeing? Like, what, what am I looking at outside of this window? Um, To try and, you know, potentially throughout the years, kind of get some more information so I can answer more and more questions, um, that these kids ask.

Cause like, year one, they'd come up and I'd say, great, I pay somebody else to know that information. Go talk to your instructor, go talk to your EC. Um, I slowly noticed this year I was able to answer more of these questions as I've gone on more of these Geovorce trips. 

[00:34:27] Diya Gaur: Yeah, so it's like, not just an experience for us, but it's also an experience for you, which is like, really nice to hear as well.

So it's like, not just for the kids, but yeah, you're also learning things as an adult, like someone who's already graduated and didn't go through the geosciences. That's like, really nice to hear. And so you mentioned like, those nerd moments, but do you see those ever like, happening in the kids, like, in their conversations with you, or, you know, have you seen that passion overall, over the course of your last few trips?

Yeah, definitely. 

[00:34:53] Mitchel Lambert: Yeah, and there are a couple, like, specific students that, like, sometimes I think of, um, with different topics that come up. Like, there's some folks who, like, have known from day one. There was a student, like, on the 12th grade this year who has been like, I have wanted to study earthquakes and be a seismologist since I was four.

And it's like, oh, okay. So like, this is like a way that you connect. And she was in the, the group with, uh, Nicola Tosato, learning about earthquakes, doing those experiments, and it was like, great. Like, I, I knew, you know, like, after we had talked that you were in the right group. And did so much work, was like, very engaged throughout that whole time.

Um, there are those specific students that like, latch on to certain aspects. Um, you know, whether that's paleontology, whether that's, there are kids that are like, No, I wanna go, like, do oil and gas. Like, I wanna go figure out You know, how do we do transition to different energies? Um, all kinds of different kids latch on to all kinds of different aspects of geosciences, um, and GeoForce, like, exposes kids to so many different fields of geoscientists, whether it's being a geophysicist, whether it's being, like, an actual geologist, um, and going and studying rocks, whether it's that science communication aspect that you were describing earlier where your friend, like, made a brochure for, um, the 12th grade, like, how do we communicate the science that we know?

Um, there are so many different ways that GeoForce engages students to try and like help them figure out is there something in geosciences that you relate to, that you latch on to, that you want to kind of go and do and study, um, or learn more about your time here with GeoForce as well as potentially going forward if you want to go and do that, you know, in college or for a career after.

What does that look like for you? 

[00:36:37] Diya Gaur: Yeah, so in your opinion, why should the younger Gen Z go into the field of geology and like just learn and be more interested in it and studying it overall? 

[00:36:47] Mitchel Lambert: Yeah, so I, it is super important to like know what is happening around us, just in general. Firmly believe that in lots of aspects of life.

And, I don't know if you know this, but we are sitting on a big old rock, flying through space, and like, there's lots of things that happen on Earth, um, so many different processes that affect us. I mean, you and I, we're over here in Texas, we don't live in like an earthquake prone area, um, but, you know, those different geological processes, like, can have real impacts on lots of folks lives.

You talked about the Ring of Fire, um, the earthquakes, volcanoes that we learned about last year on the 11th grade trip, like, has tangential impacts. To, like, so many people that live around that area, where, you know, that is something that we need people to know about and to learn about. Meteorologists that are working are also, like, related to geoscientists, like, knowing the weather and the earth processes and all that, um, is part of geosciences.

Um, hydrology, the people, like, how do we get all of the water to the different places and make sure that it's clean? Like, hydrology is in geosciences. There's so many different ways. Every time, like, I go and talk to students for the recruiting pitch, I get up on my little soapbox talking about like what is geologists um and i say hey great who here has something that they use every day that has a battery in it and like of course every kid raises their hand they've got all the devices with all the different batteries it's like yeah finding all of this stuff for those batteries Is geoscientists trying to figure out how we get batteries smaller, how we make them last longer, are problems that geosciences are facing here and now that affect all of us in our daily lives.

And there's so many different ways that geoscience touches, you know, you and I every day that we have no idea about. Um, but there are people that, that are doing that work to make sure that We are progressing in terms of technology. We are understanding and better equipping the populace in different areas.

You know, how do we deal with natural disasters? How do we plan for this? How do we figure out, like, can we get better at predicting them? That's what that earthquake project for the 12th grade did. They were trying to study, like, how can we study, like, Use this data to try and figure out how to predict earthquakes in the future.

Um, so different things that we do here at GeoForce to get kids to understand like there are so many different ways that geosciences touches your life. Um, and we want to get kids engaged in, in that, in that learning about what is going on around them. 

[00:39:10] Diya Gaur: Yeah, for sure. And like also for me, I don't think I would have put as much of effort into understanding how the earth works if it weren't for GeoForce and I think like that's like a big part or like a lot of students who are in GeoForce can also relate to that statement as well.

It's just so much of a more in depth understanding in GeoForce than what you learn in school and that's like also what's really amazing about the program like you're getting educated from people who are actually like In the field, who are experts on what they do, so it's really nice to hear from them as well, and just overall, like, one of the main takeaways I took away from my 10th grade academy was Miss Stephanie Suarez, she was showing us, like, rocks on the moon, and that's What partially kind of influenced my 12th grade research project with, you know, comparing the ice sheet of West Antarctica with Mars.

Geoforce is an amazing opportunity, but not many people, like, who are just in other places of the world, they don't have as much access to learning about geology and the specific processes of it. 

Advice for Aspiring Geoscientists

[00:40:12] Diya Gaur: So what advice would you give to the students who are interested in geology, but like, unsure of how to get started or what opportunities are available for them in like, a career for geology?

[00:40:25] Mitchel Lambert: Yeah, so there are a couple of different ways. There aren't many programs like GeoForce in general that exist. Um, unfortunately, like, it's just not one of those things that is super publicized like geosciences. Um, we're one of very few programs like us, um, in America in general. However, there are lots of different schools and colleges that have, um, geoscience departments.

Um, one of the things that we do with students who, like, express interest on different academies, you know, I had a student who, on our, one of our 10th grade academies, was talking with the instructor, was like, hey, how do I do something where, you know, I'm working in earth sciences or geosciences, but I'm helping people.

Um, and so, and that instructor connected myself with another person, uh, that they work with over at the BEG, the Bureau of Economic Geology. And was like, oh, this person, like, has a shared, like, similar experience as the kid, as well as, like, is actively doing work, um, understanding, you know, what people's needs are in terms of environmental science that is affecting them, um, and what is, what does that look like in their life.

Um, there are so many different schools that, like, colleges and universities that have geoscience programs around it. Um, and if you are really curious, like Send some cold emails. I know it is uncomfortable. Like, figure out, like, who around you, like, are doing the work that you're interested in. If you are someone who, like, really loves earthquakes and lives, like, in Kansas and Nebraska, like, you're not gonna get a lot of field experience with that.

Like, and there may be some, a different way that you have to relate with that. Um, there are lots of places, like, um, and groups and communities online that you can get in touch with. The internet is a glorious thing in order to connect folks, um, of different passions and different backgrounds, um, to try and kind of come together and say like, oh, I, this is something that I am actually interested in, um, you know, how can I get engaged and involved in that.

As well as like, there are books, so many books in all of libraries, like, all kinds of access. You can access like, um, PDF files, uh, research papers, um, a lot of schools have connections with that, like, um, with scholar. Oh, I can't remember, it's been so long since I was in school, but what was that, there's like a scholar database that we had access to when I was in high school, where we could like, look, read papers and things while we were doing research for books and all that, and for projects, like, you have those resources that are like, available to you, it does take some digging sometimes.

[00:42:54] Diya Gaur: Right, right. So, you are an LSU graduate, correct? 

[00:42:58] Mitchel Lambert: Absolutely. Go Tigers. Grew up in Baton Rouge, went to LSU, I'm drinking out of an LSU cup right now, you know. 

[00:43:06] Diya Gaur: Yeah, so, I mean, what are the opportunities to study geology at LSU? Do you know, like, per se? 

[00:43:12] Mitchel Lambert: Yeah, so, my roommate for two years was a geology major at LSU.

We have a super cool building there. Um, that, like, has all kinds of fossils and things in it. Like, as any, like, geology building does, they want to show off the rocks, they want to show off the fossils. Like, any, like, school that has a geology building has some cool things in that building. He did a lot of work at the Mississippi River.

Um, you know, very prominent feature in Louisiana, in Baton Rouge especially. Um, did a lot of work there, a lot of work sampling there. We also had a field camp where, you know, lots of geology students, during their time in college, they go out to Colorado or Utah or Wyoming, um, and do like three to six weeks of fieldwork up there, um, at a site studying.

He was over in Colorado for six weeks of one of his summers. Doing all kinds of stuff. I don't exactly remember what all he did, but what I do remember was he drove back down to Tucson, Arizona, and I flew over and we road tripped back after like his six weeks of field camp. So I like heard all of the stories and everything as we were like coming back for the two days of driving, but yeah, like he really enjoyed it.

He loved water and like wanting to protect waterways. He grew up north of New Orleans, in like, the, the sticks, basically, um, in Louisiana. Water was very important. His father, like, lives on a house on stilts over water, like, he drives a boat to get to the car, like, that, that is, like, what he grew up in, and so, like, water was super important for him, um, and that is what he studied in that context there.

He, like, still works right, right there on the Mississippi River. Understanding the Mississippi River itself. Um, so that is the geology context that I know at LSU, I'm sure they do lots of other things. Um, but that's what my roommate did, he was all about water, and so I, you know, also learned a small bit about water.

[00:45:05] Diya Gaur: Yeah, that's actually like super cool and interesting, I like that. It's amazing. So I want to be mindful of your time, but one more question for you is that if you were able to go back in time and participate in GeoForce's 12th grade academy, What research project would you pick and why? 

[00:45:24] Mitchel Lambert: So I would have gone with Tim Gouge's group to the coast.

Um, that group did drones, um, and LiDAR and everything along those lines, which is like they try and do images of the beach to see, you know, what does it look like now? What did it look like in years past? His group did the same thing last year, um, where, and it was, they were going to track the changes and everything.

But really why I would have gone is because it is, they stayed in Clute. Uh, Texas and Lake Jackson, Texas, which is where Momo and Popo live, um, and I grew up, like, the beaches where they were at are the beaches that I grew up on, so I would go down because I love that area of Texas a lot, um, spend a whole lot of time there, and I love the beach.

I'm a beach person, like, I wanna go sit out in the sun, um, and sweat and play in the, the very gross water, um, Uh, that's over down there, like at Surfside and Bryan and Sargent Beach and all that. Uh, so, it's not necessarily for all of the specific geology content. Um, it's more for going to the beach and being in an area of Texas that I enjoy.

And, you know, maybe going to eat at some really nice places. Cause I sent them all of like the, the recommendations for all of the restaurants. I was like, I know these. Go here, here, here, and here, and here. And so, I like all those restaurants. I'd love to go there. Um, I much more like people motivated than like the geology motivated.

Cause you know, I'm not a geologist. 

[00:46:43] Diya Gaur: Yeah, yeah. For sure. 

Conclusion and Final Thoughts

[00:46:45] Diya Gaur: Well, Mitchell, thank you so much for coming on my podcast, but before we end, do you have any questions for me? 

[00:46:52] Mitchel Lambert: Yeah, um, what, like, what kept you going at GeoForce? Why did you keep coming back? 

[00:47:00] Diya Gaur: Well, I think one, it's like my friends were one of the biggest motivators, so I'm kind of like you, I'm like a huge extrovert, I just love to talk, and I talk a lot.

So, for me, it's like, I had people from my middle school who applied to GeoForce with me, and when I was in 8th grade, it was Miss Jasmine Gulick who came to my school and discussed GeoForce, and so, like, to me, Just being able to meet so many new people on my trips and like learn from them is like one thing that kind of just kept me going.

And like one of my hobbies as well is just to hike, like see the great nature and the outdoors. So being able to visit places like, you know, the Grand Canyon, Zion National Park, Even go to UT Austin and spend like a week there in the dorms It was all such a like a different experience than what I would usually get like going places with my parents So it was just like good to have that sort of independence and be able to experience it Just being in the present in the moment like seeing the earth around you and being surrounded by like people who are very Like minded to you as well.

[00:48:07] Mitchel Lambert: Um, I think I have one maybe two more questions Um, but like, what was your favorite stop that you went to of all the different academies? 

[00:48:15] Diya Gaur: Ooh, okay, that's a good question. I want to say I really liked when we went on the Obsidian Trail. Like, when we were in Oregon, like, I think that was just really interesting.

I've never seen anything like it before, and it was really so unique to just see all of these shards of Obsidian, and you're just walking up there, and you're like, Try not to get cut. 

[00:48:37] Mitchel Lambert: That's part of it, yeah. 

[00:48:38] Diya Gaur: But that's like one part of it. It was so beautiful like and you could just like be at the top of where the obsidian was and you would just look around you could see just all of these different like mountains that we were just talking about in the lectures and seeing them in real life like that was really cool for me.

And then also one more thing was Crater Lake. Like, that was really cool. It was so beautiful at Crater Lake, just so gorgeous, and it was amazing, like, it just felt so unreal to be there, it's like, wow, this is the beauty of Earth and nature, which we are living in, like, this is just amazing, and it's so unique, just to be a human, like, living on Earth, and, you know, being in an age where you can just experience and see all of these geological formations.

So that's what kept me going for sure. 

[00:49:26] Mitchel Lambert: I love that. And then my, my actual last question is like, how would you summarize like your experience with GeoForce? Like as a student, cause I, I don't have that experience. Like how would you summarize your experience as a student at GeoForce? 

[00:49:40] Diya Gaur: That's a really good question, actually.

So, my first year of GeoForce, like, the 9th grade academy, we were actually on COVID. And, what I really remember from that was like, oh hey, we're all online, we're doing introductions, and we're learning about stuff, but, like, I want to see the real deal in real life. And so, like, I mean, that first year was kind of just rocky for everyone, and so, it made, like, Me still interested in it like the content what we were learning, but I wanted to go out and experience it So I was kind of stuck with the program and then 10th grade year is when we went to like Arizona Nevada and Utah just to see like the formations of the canyons like I think I learned a lot from being able to experience it hands on as a student because We would have lectures every night and then you would just go and see the next day and like, yeah, I can actually apply this into um, what we're seeing right in front of us.

And that was like really important for me because I think I'm more of a hands on learner, like I need to visualize it in order to understand. And so being able to see like the formations right in front of me, it was like super helpful in helping me retain like everything that I learned. And then 11th grade, which was my favorite academy out of all of them, I would just summarize it as amazement, like, I was in awe every day of that academy.

It was just so amazing to see just really everything that we did. It was such a great experience and opportunity. And 12th grade is really when we were able to put everything that we learned from previous years together. So it was really nice to see what other people came up with and what we did in our labs ourselves.

I will say that it was super rewarding to, like, learn Python and actually be able to be hands on with, like, a research lead and, you know, work on your project. So, I mean, there's just so much to GeoForce, like, I don't even know if I could summarize it in a couple of words, but there's, it's just such an amazing and, like, rewarding program overall, like, I really just love everything about it.

[00:51:40] Mitchel Lambert: That's great. That makes my heart happy that, like, you know, you got to experience so much of it, like, admittedly, first year COVID, and then being like, I still want to go and see what it's like. Um, I'm glad, like, you had all of the friends and connections as well as, like, the growth and understanding in geosciences and your passion of, like, you know, maybe this is something I do want to go into and study.

Um, that, it sounds like the program works for, for you specifically. So I, I like that. I'll take that any day of the week. 

[00:52:07] Diya Gaur: Yeah, and I feel like, I mean, if it weren't for GeoForce, I wouldn't be where I am today, like, applying to colleges for geology specifically, and even making a geology podcast where I'm making, you know, learning about geology a bit more accessible, so, I think that's like, so, something that's super important, like, for kids who don't have GeoForce, Get involved in geology and geosciences.

It's more than just rocks. It's amazing. I believe everyone can learn from it and you know, it's really imperative that we do. 

[00:52:34] Mitchel Lambert: Absolutely. 

[00:52:35] Diya Gaur: Well, thank you so much Mitchell. This was such an amazing interview. I'm really glad that you were able to come and we were able to talk a bit more about GeoForce. 

[00:52:44] Mitchel Lambert: Me too.

It's great. 

[00:52:46] Diya Gaur: I love it. Yeah. Thank you so much. 

[00:52:48] Mitchel Lambert: Thank you. Have a great day. 

[00:52:49] Diya Gaur: Yes, you too.