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Weiwei is a doctoral student in the Curriculum, Instruction, and Teacher Education program at Michigan State University. She is currently on a project team with Dr. Joe Krajcik and Dr. Steve Bennett titled "Exploring Students' Progression in developing Quantitative Knowledge-in-Use about Energy".  Weiwei earned her B.S. in Applied Physics at Nanjing Normal University and an M.Ed. in Curriculum & Instruction at East China Normal University. She taught middle school science for two years and developed socio-scientific issues-based curricula.

Israel Touitou is an Academic Specialist at the CREATE for STEM Institute at Michigan State University. He is currently working with Dr. Kevin Haudek on the Auto-Feeback Effects project with Dr. Kevin Haudek. "Izzy" earned his Ph.D. in Science Education from the Weizmann Institute of Science, focusing on low socio-economic students' motivation to learn science. His research involves developing and assessing curricular units in physics and chemistry and providing professional development for teachers.

Ivy is a PhD candidate in Special Education with a focus on Language and Literacy at MSU CEPSE. Her research explores the multidimensional factors influencing students' science/language learning outcomes using learning analytics and machine intelligence methods.

Clare Carlson is a post-doctoral researcher working on the Assessing Mathematical Sensemaking in Science (AMaSS) project with Dr. Kevin Haudek. She completed her dissertation work in the Chemistry department at Michigan State University, focusing on undergraduate chemistry and biology education research. Clare is fascinated by the mechanisms of student reasoning and the methods used to investigate student reasoning about complex scientific phenomena. Outside of work, she loves to play and watch soccer, eat delicious food, and spend time outdoors with her family.

Cory is an assistant professor working on the Multiple Literacies project. Her research interests involve professional learning and supporting teachers as they make changes in their science teaching practices.