suarez

Enrique (Henry) Suárez

He/ Him
Assistant Professor

Location

Furcolo Hall

813 N Pleasant St
Amherst, MA 01003
United States

W230 Furcolo

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Dr. Enrique (Henry) Suárez is committed to making science learning equitable for students and teachers, emphasizing the importance of knowing about the natural world through investigation. Drawing on a range of learning theories, Enrique works in partnership with K-12 schools and communities to make science learning more equitable for learners from historically underserved communities. Specifically, Enrique’s research focuses on designing learning environments that create opportunities for elementary-aged emerging multilingual students to leverage their conceptual resources and translanguaging practices for learning science. Moreover, Enrique’s work focuses on how to support pre- and in-service teachers identify and respond to students’ sense-making repertoires as intellectually generative in science. Enrique has extensive experience teaching elementary science methods courses, co-designing and co-facilitating professional development for K-12 science teachers, and developing physics-based K-12 curriculum. Enrique is an astrophysicist who did cosmology research for five years before choosing a career in K-5 science education.

Dr. Enrique (Henry) Suárez received his Ph.D. on Curriculum & Instruction - Science Education from the University of Colorado, Boulder in 2017, and was a post-doctoral fellow in the College of Education at the University of Washington from 2017 through 2019. He also holds a B.S. in astrophysics from the University of Oklahoma and an M.S. in science education from Tufts University. Enrique is currently a Postdoctoral Fellow for the National Academy of Education & Spencer Foundation, and was a member of the Committee on Enhancing Science and Engineering in PK-5 from the National Academies of Science, Engineering, and Medicine. He grew up in Venezuela, and has lived in all continental time zones of the U.S.

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Education

  • Ph.D., Science Education, University of Colorado Boulder, 2017
  • M.S., Science Education, Tufts University, 2012
  • B.S., Astrophysics, University of Oklahoma, 2006

Courses Taught at UMass

  • EDUC 693B: MSLT Research Seminar (Grad seminar)
  • EDUC 693F: Teaching Social Justice - Equity and Justice in STEM Education (Grad seminar)
  • EDUC 704: Issues of Gender in STEM and STEM Education (Grad seminar)
  • EDUC 561: Science Education in Elementary Schools (Teacher licensure, grad)
  • EDUC 462: Teaching Science in Elementary Schools (Teacher education, undergrad)

Research

  • Multilingual Learners in Science Learning Environments (Translanguaging)
  • Equity and Justice in Science Education
  • Science Teacher Education
  • Elementary Science Education
  • Physics Education Research
  • Family-based STEM Learning

If you are considering doing a PhD in any of these topics, reach out!

Publications

  • Suárez, E., & Otero, V. (2023). Ting, Tang, Tong: Emergent bilingual students reasoning mechanistically about sound production. Journal of Research in Science Teaching.

  • Suárez, E., & Krist, C. (2023). Designing for justice-oriented critical caring in science methods courses. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. Montreal, Canada: International Society of the Learning Sciences.

  • Suárez, E., Quan, G., Hammer, D., Atkins-Elliot, L. (2023). Learning in interaction: Interacting lines of research. In Taşar, M. F., Heron, P. R. L. The International Handbook on Physics Education Research: Learning Physics . AIP Publishing. (pp. 13-1–13-32).

  • Jaber, L., Atkins-Elliot, L., Elby, A., Suárez, E. (2023). Affect in physics learning: From support to entanglement to transformational lever. In Taşar, M. F., Heron, P. R. L. The International Handbook on Physics Education Research: Learning Physics. AIP Publishing. (pp. 14-1–14-26).

  • Pérez, G., González-Howard, M. & Suárez, E. (2022), Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”. Journal of Research in Science Teaching, 59(9), 1733-1735.

  • Suárez, E. (2022). Communicating with Objects: Supporting Translanguaging Practices of Emergent Bilingual Students During Scientific Modeling. In Rodríguez, A. J., Suriel, R. Enacting CrossCulturalScience/STEM Education Research Against the Odds: A Letter in Eight Chapters to Funding Agencies, Research Journal Editors, Reviewers and Policy Makers. Springer. (Click here for Chapter)
  • Suárez, E., Beatty, C. (2022). Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach. Science Education, 106(5), 1299-1317. (Click here for article)
  • Suárez, E. (2020). “Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging. Science Education, 104(5), 791-826. (Open Access Article)
  • Tzou, C., Meixi, Suárez, E., Bell, P., LaBonte, D., Starks, E., Bang, M. (2019). Storywork in STEM-Art: making, materiality and robotics within everyday acts of indigenous presence and resurgence. Cognition & Instruction. 37(3), 306-326. (Click here for article) 
  • Suárez, E. (2019). How do we know if the glass is half full? Reflections on equity, hope, and cycles of violence. Cultural Studies of Science Education, 14(2),411-424. (Click here for article)
  • Manz, E., & Suárez, E. (2018). Supporting teachers to negotiate uncertainty for science, students, and teaching. Science Education, 102(4), 771-795. (Open Access Article)
  • Krist, C., & Suárez, E. (2018). Doing science with fidelity to persons: Instantiations of caring participation in science practices. (pp. 424-431). In J. Kay, R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: Proceedings of the 13th International Conference of the Learning Sciences. London. (Open Access Article)
  • Suárez, E., Tzou, C., Bang, M., Meixi, Bell, P., Roque, R., Pinkard, N., Barron, B., Kennedy Martin, C., Goldman, S., Luce, M., Vea, T., Conlin, L., Gutiérrez, K. (2018). Designing for axiological innovations within family-centered learning environments. (pp. 1187-1194). In J. Kay, R. Luckin, (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: Proceedings of the 13th International Conference of the Learning Sciences. London. (Open Access Article)
  • Suárez, E. (2018). Todos los caminos conducen a Roma: Sobre las diferentes estrategias que lxs estudiantes usan para comunicar sus ideas y razonamiento. American Association of Physics Teachers Mexico Section: Boletín, 4(2), 8-12. (Open Access Article)
  • Suárez, E., & Otero, V. (2014). Leveraging the cultural practices of science for making classroom discourse accessible to emerging bilingual students. (pp. 800-807). In J. Polman, E. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, L. D’Amico (Eds.), Learning and Becoming in Practice. Proceedings of the 11th International Conference of the Learning Sciences. Boulder, CO. (Open Access Article)