Chris Proctor

Chris Proctor is an Assistant Professor in the Department of Learning and Instruction within the Graduate School of Education at the University at Buffalo. He also holds volunteer Assistant Professor roles in the Department of Computer Science and Engineering and the Department of Engineering Education, both under the School of Engineering and Applied Sciences. His research focuses on Computer Science Education, Curriculum and Instruction, Information Science, Access and Equity, Digital Media and Learning, and issues related to Race, Inequality, and Education.

Dr. Proctor’s research explores AI literacies for youth, culturally sustaining computing education, and the intersection of computational thinking with educational equity. He designs tools to support computational learning, such as qualitative analysis software for education and tangible interfaces for functional programming. His work emphasizes bridging formal and informal learning contexts, particularly for marginalized groups like multilingual students and diaspora communities.

His recent articles investigate AI literacy frameworks, computational identity development, and the role of heritage identity in computing education. He advocates for inclusive K-12 CS curricula and teacher training through microcredentials. Dr. Proctor’s work is supported by grants focusing on equity in technology education and has been published in leading journals like ACM Inroads and IEEE Transactions on Education.