Richard Clark is CEO of Atlantic Training Inc., Professor Emeritus of Educational Psychology and Technology in the Rossier School of Education, Clinical Research Professor of Surgery in the Keck School of Medicine and Co-Director of the Center for Cognitive Technology at the University of Southern California. Before coming to USC he was a faculty member in Psychology and Education at Stanford and Syracuse Universities. He also served as Chief Science Advisor for Expert Knowledge Solutions LLC.
Dick is the author of over 300 published articles and book chapters as well as three recent books Learning from Media: Arguments, analysis and evidence, Second Edition (2012, Information Age Publishers); Handling Complexity in Learning Environments: Research and Theory (2006, Elsevier) and Turning Research into Results: A guide to selecting the right performance solutions (2008, Information Age Publishers) which received the International Society for Performance Improvement (ISPI) Award of Excellence. In recent years he has received the 2013 USC Faculty Lifetime Achievement Award, the Thomas F. Gilbert distinguished professional achievement award and a Presidential Citation for Intellectual Leadership from ISPI, the SITE Foundation Excellence in Research Award, the ASTD research study of the year award for his work on performance incentives, the 2010 Thalheimer Neon Elephant Award for bridging the gap between science and practice, the 2011 Presidential Award for Intellectual Leadership from AECT, the Socrates award for excellence in teaching from the graduate students at USC and the Outstanding Civilian Service Award from the U. S. Army for his work in distance learning.
Dick is an elected Fellow of the American Psychological Association (Division 15, Educational Psychology), the American Educational Research Association and the Association of Applied Psychology and is a Founding Fellow of the Association for Psychological Science.
His current research interests include the design and evaluation of online and blended instruction for adults on highly complex tasks, cognitive load theory for multimedia and simulation training, the development of the Guided Experiential Learning design systems for pedagogical applications and the use of Cognitive Task Analysis to capture and teach the complex knowledge used by advanced experts in all fields.