My Triadic Framework: Nature, Belief Systems, and Communities

Reflections from Earth Expeditions Australia

By: Tate Penny (Vangellow)

Tate Penny getting ready to snorkel Australia’s Great Barrier Reef
Photo by Tate Penny (Vangellow)

As I sit here, 9,277 miles away from Townsville, it is easy to feel distant from the novelties in experience and learning that happened this summer during our Earth Expedition. However, this final trip as a part of my Master’s journey with Project Dragonfly helped illuminate a key outcome that I was hoping to achieve through my time in the program. Previous to my time in Project Dragonfly, I felt like I was an “imposter” in almost any career path I chose. Although my undergraduate work was in marine biology, and I did research on marine mammals, I felt a sense of imposter syndrome in my fieldwork. As I transitioned into education, I felt a new sense of imposter syndrome set in with the gap in knowledge I had on effective pedagogy and the realm of inquiry by which I personally did not learn during my youth. By joining Project Dragonfly, I was sure that I would “cure” this imposter syndrome forever, and I would now feel equipped with education theories that would make me stand out in my field. How wrong I was at the time to think that!

Class Night hike with Hidden Valley Cabins in the Paluma Range, North Queensland Australia, spotting Greater Gliders
Class Night hike with Hidden Valley Cabins in the Paluma Range, North Queensland Australia, spotting Greater Gliders

During my time in Australia, and often since, I am reminded of the triadic framework detailed by Korach and McConnell (2021). My self concept of my triadic framework has often felt off balance at times, and would only include one or two of the three components: nature, belief systems, and communities. Further, I have often felt that my “professional self concept” could never be framed by these influences. My time in Project Dragonfly has built my skillset as an educator both in pedagogy and inquiry-based theories, however, what is more important is the paradigm shift that occurred during my time to understanding my value as an educator that is molded by my belief systems, my community partnerships, and the natural world. These realizations really started to take form during our time in Australia. From my participation in the Eyes on the Reef survey, to collaborating with the education staff at the GBRMPA, and leading a stakeholder engagement activity with my peers (and of course, the blue marble!), I noticed how these influences of community partnerships, my belief systems, and nature have built my confidence as both an educator and a scientist, without having to recite different educational theories ad nauseam.

Blue Marble suspended over the Great Barrier Reef
Blue Marble suspended over the Great Barrier Reef

Learning through action during my time in Australia has helped solidify my belief in the triadic framework’s power to empower practices of resiliency and sustainability (Korach & McConnell, 2021).

Screenshot from WINNEWS, Townsville, Australia showing Tate swimming in the Great Barrier Reef
Screenshot from WINNEWS, Townsville, Australia, showing Tate swimming in the Great Barrier Reef

But of course, just because my time in Project Dragonfly is coming to an end, does not mean my growth as an educator is, thus begging the question, of “what’s next?”. Feel free to check out my digital journal entry (via Canva) that makes notes of my thoughts!

A digital, grid-paper journal page dated September 29th, 2025, titled with handwritten text. The page features several photos and a central hand-drawn diagram over faint gray coral illustrations at the bottom. The top-left corner has a dark photo of people on a "Night hike at Hidden Valley Cabins," captioned, "Paluma...captivated by the creatures and stars above." The top-right shows a person in scuba gear in bright blue water, titled "Me participating in the Eyes on the Reef Survey at John Brewer Reef in July 2025." Small text above this reads, "Imposter Syndrome - Nope! I am a real marine biologist!" The center of the page has four overlapping colored-pencil style shapes forming a triangular connection. A teal circle at the top contains the text "Nature." A pink triangle below it connects to a purple circle on the bottom-left with "Belief Systems" and an orange circle on the bottom-right with "Communities." Inside the pink triangle, which connects all three, is the text "Self Concept." Small text at the bottom-center of the diagram reads, "Based on Korach & McConnell (2021)." To the right, another hand-drawn blue wireframe shape is labeled "Blue Marble," with tiny fish drawn nearby. Large, faint text at the very bottom center reads, "what's next?"

Literature Cited: Korach, J., & McConnell, A. R. (2021). The Triadic Framework: Integrating Nature, Communities, and Belief Systems into the Self-Concept for Sustained Conservation Action. Sustainability, 13(15), 8348. https://doi.org/10.3390/su13158348

Author Biography:

(Author at the entrance of Magnetic Island National Park in North Queensland Australia)
Photo by Tate Penny (Vangellow)

Tate Penny (Vangellow) is the Southwest Florida Everglades Literacy Program Coordinator at The Everglades Foundation. Through her role at The Everglades Foundation, Tate specializes in offering place-based and inquiry-based professional development for educators, both in the classroom and in the field. Additionally, Tate works to support the school partnership and grants program of the Everglades Champion Schools Program that recognizes a culture of environmental stewardship across school campuses and helps fund student experiences in the field. In her free time and to keep her “foot” in the classroom, Tate also serves as the Director of 4th and 5th Grade Ministry at Suncoast Community Church. Tate found Project Dragonfly through recommendations by her colleagues and community partners. Tate’s time in Project Dragonfly (GFP Program 2023) built her skillset as an educator both in pedagogy and inquiry-based theories, however, what is more important is the paradigm shift that occurred during the program to help her understand her value as an educator that is molded by her belief systems, community partnerships, and the natural world.

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