Tracey Arnold Murray, Ph.D. | Capital University, Columbus Ohio
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  • Tracey Arnold Murray, Ph.D.

    Associate Professor and Chair, Chemistry and Biochemistry

    600x600-Faculty-Tracey-Murray
    Contact

    Chemistry
    Battelle Hall
    392

    614-236-6106
    tmurray2@capital.edu

    • Biography

      Dr. Tracey Arnold Murray is a biochemist — an interdisciplinary field at the intersection of biology and chemistry. She has two primary research interests: the behavior of proteins that have a riboflavin-based cofactor and the teaching of biochemistry and chemistry.

      At Capital, Dr. Murray has used the Process Oriented Guided Inquiry Learning method (POGIL) to teach her biochemistry classes. This philosophy uses group work and guided inquiry activities to teach course material. In addition to biochemistry content, students practice their management, critical thinking, problem solving and process analysis skills by working collaboratively to solve difficult problems. The result is optimized student learning and success.

      Dr. Murray’s goal for all her students is to learn how to teach themselves. It is not possible to teach a student everything they will need to know to succeed from ages 22 to 65. In fact, we can’t even imagine the changes to technology and society that will occur. That's why a college education should give a student the tools he or she needs to effectively learn and adapt to those changes — to learn how to learn.

    • Teaches

      Chemical Principles IA and IIA
      G.O.B. Chemistry and Lab
      Biochemistry I, II, and Lab
      Science and Technology in Society (UC 241)

    • Degrees

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

    • Publications

      Murray TA, Federico P, Anderson C, and Johnson L. (2019) "POGIL in the Classroom: Using Active Learning Strategies to Re-energize Post-tenure Faculty" PeerReview 21(4): 12-15.
      Austin RC and Murray TA. (2019) “Don’t go it alone: The importance of community and research in implementing and maintaining innovative pedagogy.” Chapter in Biochemistry Education: From Theory to Practice. American Chemical Society Publishing, Washington D.C.
      Murray TA. and Garoutte, M. (in press) Biochemistry: A Guided Inquiry, Volume I. John Wiley & Sons, Inc. Hoboken, NJ.
      Villafane SM, Heyen BJ, Lewis JE, Loertscher J, Minderhout V, and Murray TA. (2015) “Design and national testing of an assessment instrument to measure understanding of protein structure and enzyme inhibition in a new context.” Biochemistry and Molecular Biology Education. 44(2): 179-190.
      Murray, T.A. (2014) “Teaching Students to Read the Primary Biochemistry Literature Using POGIL Activities” Biochemistry and Molecular Biology Education. 42(2): 165-173.
      Anderson, C.S. and Murray, T.A. (2013) “Using Mobile Technology to Enhance Undergraduate Research” CUR Quarterly Winter Issue 2013.
      Murray, T.A., Higgins, P., Minderhout, V., and Loertscher, J. (2011) “Sustaining the Development and Implementation of Student-Centered Teaching Nationally: The Importance of a Community of Practice.” Biochemistry and Molecular Biology Education 39(6): 405-411.
      Murray, T.A. (2011) “Using Diet Coke and Mentos to Teach Scientific Inquiry.” Science Scope 34(5): 58-63.
      Murray, T. A. and Swenson, R. P. (2003) “Mechanism of Flavin Mononucleotide Cofactor Binding to the Desulfovibrio vulgaris Flavodoxin: 1.  Kinetic Evidence for Cooperative Effects Associated with the Binding of Inorganic Phosphate and the 5’-Phosphate Moiety of the Cofactor.”  Biochemistry 42(8): 2307-2316.
      Murray, T. A., Foster, M. P., and Swenson, R. P. (2003) “Mechanism of Flavin Mononucleotide Cofactor Binding to the Desulfovibrio vulgaris Flavodoxin: 2.  Evidence for Cooperative Conformational Changes Involving Tryptophan 60 in the Interaction between the Phosphate- and Ring-binding Subsites” Biochemistry 42(8): 2317-2327.