Tracey has been in part of the School of Psychology since 2000 when she came to study in Bangor as a mature student. Having gained First Class Hons. in her BSc in Psychology, Tracey then went straight on to complete a Masters (MSc) in Psychological Research in 2004. Following that, she studied for her doctorate (PhD), which she received in 2009. Tracey’s doctoral research involved looking at the well-being of parents who are raising a child with an intellectual and/or developmental disability (IDD).
Tracey is the Module Organiser for the year one Scientific Writing and Communication module. This practical module helps students to develop the skills they need to function in a scientific world by improving IT and Oral presentation skills, writing for science skills and team working skills. Alongside her teaching roles, Tracey is the Director of Student Engagement for Psychology. This is a role that allows her to work on a number of student-related projects; for example, Tracey works alongside the Psych Society and the Student Newsletter team, helps students to develop both social and academic extra-curricular events, and ensures that students in Psychology remain engaged with the School by working with the Peer Guide and Course Rep schemes at both Undergraduate and Postgraduate levels. Tracey also works for the College of Health and Behavioural Sciences one day a week as their Director of Internationalisation. In this role, Tracey encourages students and staff to consider spending time abroad for study or research, as well as welcoming students to Bangor from all over the world and ensuring a truly global curriculum.
Tracey is a supervisor for several ongoing undergraduate research projects. She focuses on two strands of research. Her research in the field of intellectual disability has expanded to include the study of other family members and the attitudes of society to people with learning disability. She is currently exploring the well-being and perspectives of grandparents of children with IDD. Tracey is also involved in research on evidence-based practice in teaching and learning and is particularly interested in the types of psychological variables that can influence academic motivation.