Tracey Arnold Murray

Dr. Tracey Arnold Murray serves as a Professor in the Department of Chemistry and Biochemistry at Capital University. A biochemist by training, her work bridges the disciplines of biology and chemistry with a dual focus on protein biochemistry and innovative chemistry education methodologies.

Her educational qualifications are:

• Ph.D. in Biochemistry from The Ohio State University
• Bachelor of Arts in Chemistry from Wittenberg University

Dr. Murray's primary research interests encompass two interconnected domains. In protein biochemistry, she investigates the structural and functional properties of flavoproteins, particularly the binding mechanisms of flavin mononucleotide cofactors in flavodoxins from Desulfovibrio vulgaris. In chemistry education, she is a prominent researcher in active learning strategies, specializing in Process Oriented Guided Inquiry Learning (POGIL), which fosters collaborative problem-solving and critical thinking skills among students. Her educational research extends to developing assessment instruments for complex biochemical concepts and promoting faculty development for sustainable pedagogical innovation.

An analysis of her publication history reveals a significant shift towards educational research since 2011, with the majority of her work focused on POGIL implementation, assessment tool development, and community building for educational reform. Her earlier biochemical research (2003) on flavodoxin mechanisms remains foundational, but her recent contributions have predominantly shaped biochemistry education nationally through textbooks, journal articles, and leadership in educational communities.

While no specific scientific awards are documented in the provided text, Dr. Murray's scholarly impact is evident through her extensive publication record in leading education journals and her role in national educational initiatives.

Dr. Murray teaches a range of courses including Chemical Principles I and II, G.O.B. Chemistry, Biochemistry I and II, and Science and Technology in Society. Her teaching philosophy centers on empowering students to become self-directed learners capable of adapting to future technological and societal changes. She has secured collaborative support for her educational research through national networks, though specific grant details are not provided.

She actively participates in national educational communities, notably the POGIL project and a community of practice dedicated to sustaining student-centered teaching methods. Her collaborative efforts span multiple institutions, focusing on the development, assessment, and dissemination of evidence-based teaching practices in biochemistry and chemistry education.