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THE CORAL TRIANGLE: HEARST BIODIVERSITY EXPEDITION 
ly renovated Academy which opened in 2008. The coral reef exhibit and the grant helped forge 
strong connections to and collaborations with the San Francisco Bay Area Filipino community and 
Pusod, the Phihppine environmental education and conservation non-profit whose efforts are cen¬ 
tered in Batangas Province. 
Gosliner and Burke (2013) detailed the value and impact of embedding extensive educational 
outreach and media coverage into the field expedition. This new article is a more detailed log of 
the planning, implementation, and impact of the expedition’s educational outreach. The education¬ 
al component of the expedition was led by Meg Burke, Director of Teacher and Youth Education, 
and Roberta Brett, Senior Science Specialist, with significant help from other expedition col¬ 
leagues, both American and Filipino. A list of all expedition participants is provided in 
Appendix 1, Expedition Participants and Logistics (see Gosliner and Burke [this volume] 2014: 
9-12). Goals of the outreach included having educational workshops in every community in which 
expedition scientists were doing their research, and having expedition scientists, both American 
and Filipino, participate in the workshops with live specimens whenever possible. Main messages 
of the community outreach workshops included what the scientists were doing, why it was impor¬ 
tant, the biodiversity of the area, the need for protecting that biodiversity, and what local people 
could do to help. Additional outreach activities consisted of teacher professional development 
workshops, presenting at a national sustainability conference, interviews for radio and television, 
writing blogs for the CAS website and the New York Times’ Scientists at Work feature, and the pub¬ 
lic capstone symposium at the end of the expedition. Table 1 lists the various types of outreach con¬ 
ducted in the Philippines during the expedition, who participated, and the numbers reached, while 
Table 2 lists the media outreach events during the expedition. Table 3 documents the media 
requests for infoimation in the first 10 weeks after the expedition ended, and Table 4 shows the 
educational outreach done at CAS during the expedition and through October 12, 2011, four 
months after the expedition. 
Pre-Expedihon Planning 
CAS Executive Director Greg Farrington announced at the CAS March 24, 2010 Science 
Council meeting that Will and Margaret Hearst had offered to fund a large-scale expedition for 
CAS. The Philippines biodiversity proposal was submitted at the end of May 2010, and was select¬ 
ed for funding in June 2010. Gosliner, Dean of Science and Research Collections, was the overall 
Principle Investigator (PI) and expedition leader, as well as the leader of the shallow-water com¬ 
ponent. Co-Pis were Rich Mooi, Curator of Invertebrate Zoology, leader of the deep-water compo¬ 
nent; Frank Almeda, Senior Curator of Botany, leader of the terrestrial component, later replaced 
by Peter Fritsch, Curator of Botany, due to scheduling conflicts; and Burke, leader of the educa¬ 
tional outreach component. 
Extensive planning was required within CAS and with Filipino partners to handle the complex 
logistics and permitting processes for such a large expedition with its wide diversity of disciplines 
and venues. Due to the many prior years of research and collaboration by Gosliner and other 
marine biologists, the groundwork was already laid for the shallow-water team with regard to per¬ 
mitting and operational logistics, and also helped inform and expedite the planning for the deep¬ 
water component. There was no similar background of recent research and collaboration on the ter¬ 
restrial front, however, and logistical planning and obtaining permits proved more challenging for 
the terrestrial component. By the time all of the planning was done, seven Memoranda of Under¬ 
standing and Agreement were in place to collaborate on scientific research, education and conser¬ 
vation related to Philippine natural resources, and two additional MOUs have been signed follow¬ 
ing the expedition (see Table 5). As noted in Gosliner and Burke (2013), the educational outreach 
component frequently helped secure the MOUs and permits. 
