University at Buffalo

Chris Proctor

Chris Proctor

Assistant Professor

LEARNING AND INSTRUCTION


Specialty/Research Focus

Computer Science Education; Curriculum and Instruction; Information Science; Access and Equity; Assessment; Curriculum and Instruction; Digital Media and Learning; Design Experiments; Literacy; Educational technology; Race, Inequality, and Education; Learning Design; Linguistic, Discourse, and Sociocultural Context

Contact Information
505 Baldy Hall
North Campus
Phone: (716) 645-2455
chrisp@buffalo.edu

View CV



Professional Summary:

Chris Proctor studies K12 Computer Science education through the disciplinary lenses of Learning Sciences and New Literacies. He is interested in the ways computational interfaces (educational technologies as well as social media) can support youth in critical identity authorship. Much of Chris's work is participatory design-based research, working with middle- and high-school students to design new technologies and then using mixed methods to study the emergent practices they support. Chris is the lead developer and researcher of Unfold Studio, a web application for reading and writing interactive stories which weave together text and code.


Education and Training:
  • PhD, Stanford University, Learning Sciences and Technology Design (2020)
  • MS, Stanford University, Computer Science (Artificial Intelligence & Human-Computer Interaction) (2019)
  • MA, Stanford University, Education (Teaching English) (2007)
  • BS, Stanford University, Symbolic Systems (2006)
  • BA, Stanford University, English (2006)
Recent Publications:
Journal Article:
  • Kafai, Y.B., Proctor, C., & Lui, D. (2020) From theory bias to theory dialogue: Embracing cognitive, situated and critical framings of computational thinking for K-12 CS education. ACM Inroads, 11(1), 44–53. (Invited republication.)
Book Chapter:
  • Proctor, C. & Garcia, A. (2020). Student voices in the digital hubbub. In L. Hogg, K. Stockbridge, C. Achieng-Evensen, & S. SooHoo (Eds.), Pedagogies of With-ness: Students, Teachers, Voice, and Agency. Sterling, VA: Meyers Education Press.
Other:
  • Proctor, C., Zheng, Y., & Blikstein, P. (2020). Comparing Cognitive and Situated Assessments of Learning in Middle School Computer Science. In M. Gresalfi & I.S. Horn (Eds.). The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020. (pp. 238-245). Nashville: International Society of the Learning Sciences. (38% accepted.)
Recent Presentations:
Invited Lectures:
  • Proctor, C. (2021). Computational literacy and multilingual learners. [Invited talk]. AERA Educational Research Conference on Computer Science for Multilingual Students.;
Conferences:
  • Proctor, C. (2020). Interactive storytelling: Weaving together literacies of text and code. [Workshop]. Computer Science Teachers Association (CSTA).;
  • Proctor, C. (2020). Literacy-based CS: Supporting identity, voice, and a sense of place through interactive storytelling. [Paper presentation]. Computer Science Teachers Association Northeast (CSTA-NE).;
  • Proctor, C. (2021). Identity as interface. In M. Shaw & Kafai, Y.B. (Organizers) Humanizing Computer Science Education. Structured poster session submitted to American Educational Research Association Annual Meeting.;
  • Proctor, C., Han, J., Wolf, J., Ng, K., & Blikstein, P. (2020) Recovering Constructionism in Computer Science: Design of a Ninth-grade Introductory Computer Science Course. In B. Tangney, J. Rowan Byrne, & C. Girvan (Eds.) Proceedings of the 2020 Constructionism Conference. (pp. 473-481). Dublin, Ireland: University of Dublin.;

Contact Information

505 Baldy Hall
North Campus
Phone: (716) 645-2455
chrisp@buffalo.edu

View CV