Eilish McLoughlin is an Associate Professor at the School of Physical Sciences and Director of the Research Centre for the Advancement of STEM Teaching and Learning (CASTeL) at Dublin City University. She holds a PhD in Experimental Surface Physics, and over the past 18 years her interests have evolved to focus on physics and science education research. She has led and collaborated in over 30 research projects at the EU, national, and local level that examine the development of curriculum, instruction and assessment models that target integrated STEM and inquiry approaches, at all levels of education, from primary school to the doctoral level. She co-leads the physics initial teacher education programme at Dublin City University and has led several projects that help teachers, both in-service and pre-service, adopt innovative practices in their classrooms and enhance student identity in Physics/STEM. She has received recognition for her leadership in STEM Education and engagement across formal and informal contexts, e.g. the NAIRTL National Award for Teaching Excellence (2010); Young Professional Physicist of the Year Award (2016); Dublin City University's President Award for Public Engagement (2017); and the Institute of Physics Lise Meitner Medal (2018).

Paul van Kampen is an Associate Professor at the School of Physical Sciences and researcher at the Centre for the Advancement of STEM Teaching and Learning (CASTeL), Dublin City University. Holding a PhD in experimental atomic physics, his current research interest is in the research-based development of teaching-learning sequences in university-level physics and science teacher education. He teaches physics and physics education at the undergraduate and graduate level, and is actively involved in science teacher education. He was honoured with the NAIRTL National Award for Excellence in Teaching Award for Excellence in Teaching and Learning in 2012, and currently chairs the Irish National Councilfor Curriculum and Assessment's Development Group for Junior Cycle Science.