University at Buffalo

Chris Proctor (he)

Chris Proctor

Program Director, Computer Science Teacher Preparation; Faculty Affiliate, Computer Science & Engineering; Faculty Affiliate, Engineering Education

Assistant Professor


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

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. & Proctor, C. (2021). A Revaluation of Computational Thinking in K-12 Education: Moving Towards Computational Literacies. Educational Researcher.
  • 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.
  • 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.)
Recent Presentations:
Invited Lectures:
  • Proctor, C. (2021). Computational literacy and multilingual learners. [Invited talk]. AERA Educational Research Conference on Computer Science for Multilingual Students.;
  • 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. (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.;

Contact Information

505 Baldy Hall
North Campus
Phone: 716-645-2455

View CV