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; Digital literacy; Design Experiments; Literacy; Educational technology; Race, Inequality, and Education; Learning Design; Linguistic, Discourse, and Sociocultural Context

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.
  • Proctor, C. & Muller, D. (2022). Joint visual attention and collaboration in Minecraft. In A. Weinberger, W. Chen, D. Hern├índez-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.