Rate My Professor Victor Lee

Stanford University

5.0

1 review · out of 5

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5.04/23/2026

Creates a safe and inclusive space.

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About Victor

Victor Lee is an Associate Professor in the Graduate School of Education at Stanford University, serving since 2019. He also leads the Stanford Accelerator for Learning's AI and Education initiative and is a Faculty Affiliate at the Institute for Human-Centered Artificial Intelligence. Previously at Utah State University, he was Associate Professor (2015-2019) and Assistant Professor (2009-2015) in the Department of Instructional Technology and Learning Sciences. Lee holds a Ph.D. in Learning Sciences from Northwestern University in 2008, supported by an NSF-funded fellowship, and undergraduate degrees from the University of California, San Diego in 2001: a B.S. in Cognitive Science with specialization in Human-Computer Interaction and a B.A. in Mathematics/Applied Science, graduating magna cum laude.

Lee's research specializations include future-facing STEM knowledge, tools, and practices for digitally-infused lives, with emphasis on data literacy, K-12 data science education, artificial intelligence literacy for students and teachers, elementary computer science education, maker education, and science cognition. He pursues these through research-practice partnerships designing and revising learning experiences in schools, districts, and libraries, and has co-authored National Research Council reports on computing and data in education. Major awards and honors encompass the National Science Foundation CAREER Award (2011), National Academy of Education/Spencer Postdoctoral Fellowship (2014), Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies (2013), AECT Distinguished Development Award (2023), and Fellowship of the International Society of the Learning Sciences (2022), where he is also a past-president. He serves on editorial boards for Cognition & Instruction, Journal of the Learning Sciences, Educational Technology Research & Development, Technology, Knowledge and Learning, and Information and Learning Sciences. Key publications include edited books Learning Technologies and the Body (Routledge, 2015), Reconceptualizing Libraries: Perspectives from the Information and Learning Sciences (Routledge, 2018), and Advancing Data Science Education in K-12 (Routledge, 2025); and articles such as "Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT" (Computers and Education: Artificial Intelligence, 2024), "Learning sciences and learning engineering: A natural or artificial distinction?" (Journal of the Learning Sciences, 2023), and "A cross-sectional look at teacher reactions, worries, and professional development needs related to generative AI" (Education and Information Technologies, 2025). His work has appeared in the New York Times, CNN, Forbes, and Politico.