Ph.D., Stockholm University
Licentiate Degree, Stockholm University
M.S., East Carolina University
B.S., East Carolina University
Assistant Professor, Department of Physics, Auburn University
2008 - present
Guest Researcher, Physics Division, Oak Ridge National Laboratory
2008 - 2012
Post-doctoral Researcher, Physics Division, Oak Ridge National Laboratory
2004 - 2008
Graduate Research Assistant, Stockholm University
2000 - 2004
Graduate Research Assistant, East Carolina University
1998 - 2000
Honors and Awards
Faculty Travel Award, COSAM, Auburn University
Featured cover illustration for Astronomy and Astrophysics Journal, "Determination of the Ni XVIII plasma recombination reate coefficent" M.Fogle, N. Badnell, N. Eklow, E. Lindroth, T. Mohamed, R. Schuch, Astronomy and Astrophysics 409, 781 (2003)
Member, American Physical Society
Physical Review A
Physical Review Letters
Journal of Physics B
Grant Proposal Reviewer:
Department of Energy- Office of Basic Energy Sciences, Office of Science and Graduate Fellowship
National Science Foundation- Chemistry Division, Physics Division
Research and Teaching Interests
The Chinese proverb, “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand,” encompasses the essence of my approach to learning. I feel that my role in teaching science is that of a mediator and facilitator. Students are not empty vessels in which we pour our knowledge. They need to learn constructively and actively in order to fully grasp and make connections between concepts. The acclaimed knowledge and learning descriptions offered by Bloom’s Taxonomy and Bruner’s Structure of Knowledge both demonstrate that just remembering facts is the lowest level of learning and knowledge, and that applying, creating and reflecting are the highest levels. It is my goal in teaching physics to provide students with the resources they need to have an active learning experience that encourages them to reflect on and apply new concepts and ideas. I aim to promote a thoughtful, conceptual approach to problem solving, instead of a sequential recipe approach. I feel it is also imperative to assess the progress of student learning in both summative and formative manners. The later, in particular, provides both the instructor and the student with feedback during the learning process so that corrections and improvements can be made. As an example, in my General Physics introductory courses my goal is to convey the basic concepts of physics over a vast array of topics while emphasizing the benefits of problem-solving skills. I find that students are more engaged when they can connect a concept to their experiences (or misconceptions). Making this connection often invokes wonder and inquiry about the many aspects of the world around us. Lectures are a mix of problem-solving examples and discussion of concepts and ideas. I use classroom response clickers as a formative assessment during lectures coupled with peer instruction that allow students to discuss problems and learn from each other. In my upper level undergraduate Physics laboratory courses, I direct students in conducting various novel experiments in physics that historically underpin our current level of understanding and technology. These laboratory exercises require students to extensively use hands-on problem-solving skills and explore their knowledge of physics concepts at a deeper level needed to analyze and understand results. Students are assessed principally by keeping professional-quality laboratory notebooks and through scientific writing exercises. Laboratory notebooks convey the students’ techniques and efforts during laboratory activities while writing exercises focus students on the scientific literature needed to further their knowledge and on communicating results. Reflecting on my teaching practices and assessments, I observe that students in my courses seem to be actively engaged in problem solving and discussions. They more readily bridge gaps in concepts and apply their knowledge to abstract ideas and applications. I believe this reflects true learning and that these students are better prepared for whatever endeavors they aspire to in life.
- Unexpected bond breaking and formation in the dissociative recombination of Li+ • H2, R.D. Thomas, A. Ehlerding,W. Geppert, F. Hellberg, V. Zhaunerchyk, M. Larsson, E. Bahati, M.E. Bannister, M.R. Fogle, C.R. Vane Physical Review A - Rapid Communications (accepted 2014) Contribution: participated in experiments at the CRYRING storage ring in Stockholm. This work was connected to my collaborative work at ORNL on dihydride systems.
- X-ray emission measurments following charge exchange between C6+ and H2, M. Fogle, D. Wulf, K. Morgan, D. McCammon, I.N. Draganic, C.C. Havener Physical Review A 89, 042705 (2014) Contribution: participated in experimental setup, data acquisition and analysis in collaboration with ORNL.
- X-ray emission measurements following charge exchange between C6+ and He, X. Defray, K. Morgan, D. McCammon, D. Wulf, V. Andrianarijaona, M. Fogle, D. Seely, I.N. Draganic, C.C. Havener Physical Review A 88, 052702 (2013) Contribution: participated in experimental setup, data acquisition and analysis at ORNL.
- *Dissociative electron attachment to carbon dioxide via the 2⇧u shape resonance A. Moradmand, D.S. Slaughter, D.J. Haxton, A.L. Landers, C.W. McCurdy, T.N. Rescigno, A. Belkacem, M. Fogle Physical Review A 88, 032703 (2013) Contribution: one of the principal investigators overseeing this project. Worked with experimental and theoretical collaborators at LBNL to acquire and analyze results.
- *Dissociative electron attachment to CO2 at the 8.2 eV Feshbach resonance A. Moradmand, D. Slaughter, A.L. Landers, M. Fogle Physical Review A 88, 022711 (2013) Contribution: principal investigator overseeing project. Directed students in data acquisitionand analysis. This work was done in collaboration with the experiment at LBNL.