Chris Proctor (he)

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.

• 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)

• Kafai, Y. & Proctor, C. (2021). A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher.

• Burke, Q., O’Donnell, K., Angevine, C., & Proctor, C. (2022). Credentialing computation: Empowering teachers in computational thinking through educator microcredentials. In C. Mouza, A. Yadav, & A. Leftwich (Eds.), Professional Development for In-Service Teachers: Research and Practices in Computing Education. Information Age Publishing. (pp. 341-360).

• Proctor, C. & Muller, D. (2022). Joint visual attention and collaboration in Minecraft. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.). (2022). Proceedings of the 15th International Con- ference on Computer-Supported Collaborative Learning - CSCL 2022. (pp. 226-233). Hiroshima, Japan: International Society of the Learning Sciences. (46% accepted.) Best paper nomination.
• Proctor, C. & Muller, D. (2022). Joint visual attention and collaboration in Minecraft. In Proceedings of the 15th International Conference on Computer Supported Collaborative Learning. ISLS.
• 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.)

• Proctor, C. & Rogers, C. (2022). CS Across the Curriculum: Not one more thing. Invited talk at CSTA CS Across the Curriculum Summit.;
• Wang, X. C. & Proctor, C. (2022). Computational Thinking (CT) Meets Young Children: Critical Review of Research on CT in Early Childhood. Paper presented at American Educational Research Association Annual Meeting.;
• 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., 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.;