Enrique (Henry) Suárez

Enrique Suarez smiling with roses in the background

Enrique (Henry) Suárez

Assistant Professor
Math, Science, and Learning Technologies

Email iconeasuarez@umass.edu

Web iconTwitter: @SciEdHenry

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W230 Furcolo Hall

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


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.

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)



  • 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!


  • 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)
  • Department of Teacher Education & Curriculum Studies