Meet Professor Richard Larson, a distinguished faculty member at MIT’s Institute for Data, Systems, and Society. He has dedicated his career to applying operations research and systems analysis to complex challenges in both public and private sectors. With a prolific academic record, he has authored or co-authored six books and over 175 scientific articles, making pioneering contributions in fields such as emergency response, pandemics, queueing theory, disaster planning, and smart-energy systems. His groundbreaking work includes Urban Police Patrol Analysis (MIT Press, 1972), which was awarded the prestigious Lanchester Prize for its impact on urban service systems, and the widely cited Hypercube Queueing Model, which has significantly influenced queueing theory. 

Larson’s research has also led to innovations such as the Queue Inference Engine, a data-driven approach to analyzing queue behavior that served as an early example of predictive analytics. His work on STEM workforce analysis, particularly his 2015 paper “STEM crisis or STEM surplus? Yes and yes,” earned the Lawrence M. Klein Award and gained national recognition for its insightful perspective on labor market trends. Beyond academia, his expertise has shaped pandemic response strategies, influenced transportation and workforce planning, and informed education policy. With his research frequently covered in major media outlets, Larson continues to drive real-world change, bridging the gap between theory and practical solutions across diverse domains. 

An Unexpected Journey into Academia 

Larson had never envisioned a career in academia. With a father who was an Electrical Engineer at companies like Westinghouse and Raytheon, he assumed he would follow a similar industrial path after studying Electrical Engineering at MIT. However, his trajectory changed when his faculty advisor, Professor Alvin W. Drake, encouraged him to pursue a Master’s and PhD in Operations Research at MIT. 

The turning point came when Professor Drake made an unexpected proposal: “Dick, how would you like to stay on at MIT as an Assistant Professor for a couple of years before you go off and make your millions?” Until that moment, Larson had never considered himself professor material—he saw professors as extraordinarily brilliant individuals with an unmatched work ethic and a gift for teaching. 

Nevertheless, he accepted the opportunity, quickly fell in love with academia, and ultimately became what he calls an “MIT Lifer”—someone who arrived as an 18-year-old freshman and never truly left. MIT’s culture, which he describes as a “freedom-loving libertarian personality,” aligned perfectly with his own. His evolving interests led him across multiple disciplines, as MIT welcomed him into five different departments over the course of his career—spanning Electrical Engineering, Urban Studies, Civil Engineering, and ultimately the interdisciplinary Institute for Data, Systems, and Society (IDSS), a department whose name closely mirrors his professional journey. 

Bridging Theory and Real-World Applications 

Over his decades at MIT, Larson has conducted groundbreaking research, often in collaboration with his graduate students, leading to numerous advancements in his field. His work spans a diverse range of topics, including mathematical models for police patrolling and emergency medical dispatch, the Hypercube Queueing Model, the Queue Inference Engine, the psychology of queueing, optimal facility placement, the academic application of the basic reproductive number R₀, disaster analysis, automated home energy control, and minimum-distance pathfinding in complex environments. 

Beyond research, Larson has played a transformative role in teaching Operations Research. Alongside his long-time colleague, Professor Amedeo Odoni, he pioneered a new graduate course focused on Operations-Research approaches to complex urban challenges—such as emergency services, sanitation, and routing and scheduling. At the time, cities in the U.S. and beyond were in crisis, making the course highly relevant and popular, with an initial enrollment of about 50 students. 

Unlike traditional Operations Research courses, which were largely theoretical and centered on mathematical proofs, Larson and Odoni’s approach was application-driven, emphasizing real-world problem-solving over formal mathematical formalization. Over time, they refined their lecture materials into the book Urban Operations Research, published by Prentice-Hall. The book has since become a classic in the field, and after the copyright expired, they made it freely available online (Urban Operations Research). The book has also been translated into multiple languages, extending its impact worldwide. 

Challenges Facing Higher Education Today 

Larson acknowledges that higher education faces numerous challenges, but two stand out as particularly pressing. 

• The Devaluing of Higher Education
  Larson is concerned about a growing skepticism toward the value of higher education among the general public. Many question whether attending college is necessary when one could enter the workforce directly after high school. While some skepticism is understandable—particularly in cases where graduates are not adequately prepared for fulfilling careers—he argues that higher education should not be viewed as merely a credentialing system or a “finishing school.” Instead, it should provide students with meaningful skills, knowledge, and the ability to contribute productively to society. 

• The Challenge of AI and Academic Integrity
  Another major concern is the rise of advanced technologies that facilitate academic dishonesty. Artificial Intelligence, for example, can complete assignments at an A-level standard, raising questions about how to ensure genuine learning. Larson emphasizes the need for strategies to detect and prevent such cheating, potentially through strong penalties for those who misuse AI tools. Ensuring academic integrity is essential to maintaining the credibility and effectiveness of higher education. 

These challenges, he believes, must be addressed thoughtfully to preserve the role of universities in preparing students for both professional success and lifelong learning. 

The Impact of Guidance 

Larson highlights that mentorship is vital in education and career development. His own experiences highlight how mentorship played a critical role in his success at MIT and beyond. 

His first exposure to meaningful mentorship came from his upperclassmen fraternity brothers at Phi Beta Epsilon (PBE). As a freshman, he shared a “triple” living arrangement with two sophomore roommates, who were instrumental in helping him navigate MIT’s demanding academic and social environment. He credits their support as essential to his ability to succeed at MIT. 

As a graduate student, MIT Professor Alvin W. Drake became Larson’s primary faculty mentor, offering unwavering support that Larson deeply appreciated. This mentorship helped shape his academic journey, reinforcing the importance of guidance from experienced educators. 

Later, Dr. Alfred Blumstein became another key mentor, inviting Larson in 1966 to join the Science and Technology Task Force of President Johnson’s Crime Commission—an incredible opportunity for a young scholar. 

Reflecting on these experiences, Larson stresses that every student needs mentorship to successfully navigate the challenges of a complex academic environment. Support from peers, professors, and professionals can be the difference between thriving and struggling in higher education. 

The Role of Data in Operations Research 

Larson admits that data science is not his specialty, so he hesitates to provide an in-depth answer on the field. However, he emphasizes the critical role of data in Operations Research (OR)—his area of expertise. 

Operations Research, which he humorously defines as “Research on Operations”, relies heavily on accurate and plentiful data to analyze, optimize, and improve complex systems. Without sufficient real-world data, research becomes ineffective, much like walking blindfolded—eventually leading to missteps and failure. 

Larson highlights that in science, engineering, economics, and many other fields, data is the foundation for decision-making and problem-solving. Whether in urban planning, emergency services, or public policy, data-driven insights are vital to making informed and impactful decisions. 

Why Employers Value Independent Problem-Solvers 

Larson believes that critical thinking is the most valuable skill universities can instill in students. Rather than emphasizing rote memorization, education should focus on teaching students how to think for themselves and approach problems analytically. 

He argues that memorization is ineffective—what a student crams on Wednesday for a test on Friday will likely be forgotten by the following Tuesday. Instead, fostering deep, lifelong learning through focused critical thinking prepares students to adapt to new challenges and industries. 

From an employer’s perspective, individuals who think critically and solve problems independently are far more valuable and adaptable than those who simply recall facts. 

The Power of Committed Educators 

Larson has seen firsthand that great high schools can serve as powerful ladders out of poverty, even in communities where most families struggle with economic hardship. 

The key ingredient? Fully committed teachers—educators who recognize that education is one of the most reliable ways to escape poverty and are dedicated to their students’ success. 

He believes that most students in these communities genuinely want to learn. With talented and motivated teachers guiding them, these students can climb the educational ladder and build brighter futures for themselves. 

The Key to Long-Term Student Success 

Education isn’t just about delivering information—it’s about sparking curiosity and fostering a mindset that drives students to seek knowledge on their own. According to Larson, long-term student success hinges on a teacher’s ability to cultivate this internal motivation. The challenge lies in flipping the switch from indifference—”Why should I care?”—to engagement—”How do I learn more?” 

Achieving this shift requires more than traditional instruction. Teachers must find innovative ways to make learning relevant and inspiring. One effective approach is showcasing real-world success stories. Highlighting individuals who have overcome obstacles to achieve greatness—whether they walked the same school halls or gained national recognition—can serve as powerful motivation. 

Bringing in guest speakers, especially those with local ties, can create a tangible connection between students and their aspirations. Hearing firsthand from someone who has climbed the ladder of success reinforces the idea that achievement is within reach. These moments can ignite ambition, turning passive learners into active participants in their own education. 

Moving Beyond Letter Grades 

For decades, letter grades have been the standard measure of academic performance. But according to Larson, it’s time for a shift—one that prioritizes meaningful feedback over arbitrary letters. He advocates for replacing traditional grades with concise, written assessments from teachers, offering insights into a student’s strengths, areas for improvement, and pathways for growth. 

This approach, he argues, would eliminate the phenomenon of “grade-hogs”—students who focus solely on meeting the minimum requirements for an A rather than truly engaging with the material. In an era where grade inflation has diluted the value of top marks, an A often says little about actual understanding or effort. 

By providing personalized evaluations, educators could offer a clearer picture of student progress while encouraging a mindset centered on learning rather than performance. A well-crafted assessment would highlight not just where a student stands but where they have the potential to go—fostering long-term growth rather than short-term achievement. 

While shifting away from letter grades would require systemic change, the potential benefits are hard to ignore. A system built on thoughtful, individualized feedback could create more motivated, self-aware learners—students who aren’t just chasing grades but striving for real understanding. 

Learning from the Best 

For educators looking to enhance their teaching methods, Larson offers a simple yet powerful piece of advice: observe great teachers in action. Learning from skilled colleagues—those who captivate students, simplify complex concepts, and foster genuine curiosity—can provide invaluable insights into effective instruction. 

One resource he highlights is MIT BLOSSOMS, a collection of high-quality teaching videos designed to bring innovative, engaging lessons into the classroom. Available at MIT BLOSSOMS and on YouTube, these lessons showcase dynamic teaching techniques that can be adapted across various subjects. 

As the creator and director of MIT BLOSSOMS, Larson acknowledges a personal connection to the project but points to its broader impact. One standout example is The Broken Stick Experiment, a hands-on lesson that explores probability through an engaging, real-world experiment.  

By watching masterful teachers in action, whether in-person or through online resources, educators can refine their craft, experiment with new strategies, and create more engaging learning environments. The best teachers, after all, never stop being students themselves.

A Legacy of Learning 

Great educational tools stand the test of time, and Larson hopes his contributions will continue to benefit students and teachers for decades to come. One such resource is Urban Operations Research, now freely available as a teaching and learning tool. This work, rooted in practical problem-solving, remains relevant for those studying the complexities of urban systems. 

Equally important to him is the lasting value of MIT BLOSSOMS, a video-based learning initiative designed to bring engaging, high-quality lessons into classrooms worldwide. Larson hopes these videos will continue to inspire curiosity and critical thinking for generations of students. 

Beyond his written and digital contributions, Larson has also given back to the institution that shaped his career. To express gratitude to MIT—his academic home for a lifetime—he has endowed the Larson Faculty Chair at the Institute for Data, Systems, and Society (IDSS). His vision for this chair is to support educators who uphold the tradition of operations research, using analytical tools to solve real-world problems for the betterment of society. 

Through his books, videos, and philanthropic efforts, Larson’s influence extends far beyond the classroom. His work reflects a commitment to education that is not only innovative but enduring.