Bridging Operations Research and Global Learning Initiatives!
Great ideas come from the intersection of curiosity and challenge. Curiosity fuels the desire to explore, question, and understand the world around us. It’s the spark that drives us to seek answers and discover new possibilities. However, curiosity alone is not enough.
To truly innovate, we need challenges. Challenges push us to stretch our thinking, overcome obstacles, and find solutions where others may see none. It’s when curiosity meets challenges that breakthroughs happen, ideas that transform industries, improve lives, and shape the future.
Richard C. Larson, a Professor at the Massachusetts Institute of Technology (MIT), is an example of this belief. Widely recognized for his groundbreaking work in queueing theory, he has spent his career tackling complex systems to enhance the efficiency of urban services, from emergency response to public safety. Known as “Dr. Queue,” his revolutionary models, such as the Hypercube Queueing Model, have reshaped the way cities and institutions manage essential services like 911 dispatch and ATM networks.
But Richard’s influence extends beyond the technical realm. As the co-founder of MIT BLOSSOMS, he has redefined the landscape of education by providing free, interactive STEM lessons to students worldwide. His leadership in the Learning International Networks Consortium (LINC) has furthered the global mission of making education universally accessible.
With over 175 publications and membership in the National Academy of Engineering, his legacy is defined not only by his scholarly achievements but also by his commitment to improving both societal infrastructure and global learning opportunities. His work continues to inspire and empower future generations of thinkers and innovators.
Let us learn more about his journey:
The Enduring Inspiration
Richard has been a fixture at MIT for decades, and even in retirement, his passion for academia remains unwavering. He speaks fondly of the institution, describing it as a “thoughts-welcoming meritocracy.” Throughout his career, he was welcomed by MIT as his academic interests evolved, transitioning through five different departments across two schools over the span of five decades.
What continues to inspire him, even now, is the quality of the students, the esteemed faculty colleagues, and the dedicated support staff – all of whom remain first-rate in his eyes. Although retired, Larson still strives to live by the principles that MIT instilled in him: being true to oneself and sharing knowledge to benefit others. His journey, rich with experience, continues to reflect the deep-rooted values of MIT, which have shaped not only his career but his enduring passion for academia.
Innovative Leadership in Education
Richard defines leadership in the context of education and innovation as the ability to recognize the need for new educational pathways, design them, and then manage these paths, first alone and later with others following suit. He believes that innovation is a core element of leadership.
During his career at MIT, Richard and his team led various innovative initiatives. One notable example is MIT BLOSSOMS (Blended Learning Open Source Science or Math Studies), which harnessed the power of the internet to make educational content accessible worldwide. The project produced 86 interactive learning videos for high schools and universities, a groundbreaking resource at the time. These videos, now housed on YouTube, are used daily by educators and students globally.
Another significant contribution to education and innovation was the creation of MIT LINC (Learning International Network Consortium), an international collaboration aimed at enhancing global education. Richard’s leadership in this initiative led to the organization of several LINC conferences, both in the US and in countries committed to advancing educational goals.
Insights on the Future of Global Education in 2025
Richard believes that one of the biggest challenges facing the global education system in 2025 is democratizing education, making high-quality education accessible to all, regardless of wealth or location, whether urban, suburban, or rural. He acknowledges MIT’s commitment to this cause, highlighting the institution’s initiative to make its faculty’s content, such as lectures and problem sessions, available for free to anyone around the world.
However, Richard points out a significant challenge that remains: the need for a quality live teacher to interact with students, providing support and engagement as they work through the MIT-generated content.
Operations Research and Technology-Driven Education
Richard has often been hailed as a pioneer in both operations research and technology-driven education. His journey into these fields began with his deep passion for physics, which sparked during his high school years. For Richard, Operations Research (OR) is the “world’s most important invisible profession.” It involves the study of operations, both small, like traffic light systems that adapt to real-time conditions, and large, such as managing operations for major corporations like American Airlines.
His early fascination with physics led him to excel as a student, earning him a spot at MIT’s freshman class when he was just 18 years old. Though he loved physics, Richard never intended to be a traditional physicist. Instead, as an applied OR expert, he now considers himself a physicist of the real world, finding great fulfillment in the practical applications of OR.
Richard’s passion for technology-enabled education was ignited during a trip to China with his late wife, Mary Elizabeth (Liz) Murray, in the late 20th century. While visiting world-class schools in Beijing and Hong Kong, Richard and Liz requested to visit a few remote villages where educational resources were scarce. There, they witnessed teachers in these villages showing videotaped lessons from world-class educators, pausing periodically to interact with the students and generate excitement and engagement.
This experience sparked an “Ah-Ha” moment for Richard and Liz. What if they could create educational videos for math and science classes that encouraged similar interactions between the teacher and the class? This vision led to the creation of MIT BLOSSOMS, Blended Learning Open Source Science or Math Studies. The internet served as the platform that made BLOSSOMS available worldwide, revolutionizing the way students and teachers engaged with learning.
Perspective on Artificial Intelligence and Education
Richard believes that if you ask 100 different people how artificial intelligence and emerging technologies are reshaping the role of educators and students, you would receive 100 different answers. As an educator, Richard identifies as old-fashioned, preferring the traditional method of using pencil and paper to work through problems. He views this low-tech, high-teach interactivity as central to the philosophy in his recent book, MODEL THINKING For Everyday Life (INFORMS, 2023, Amazon). Research has supported his approach, showing that the strongest learning occurs not through the use of computers, but by engaging with pencil and paper while solving educational problems.
When it comes to artificial intelligence, Richard prefers to focus on HI, or Human Intelligence. He stresses that it’s important not to confuse the act of responding to a Google search with actual education. He is fond of saying, “The Answer is not the answer, the Process is the answer,” highlighting his belief in the value of the learning process over the mere acquisition of information.
Leadership Principles Guided by Education and Compassion
Throughout his career, Richard has been guided by values such as staying true to oneself, being compassionate, and being motivated by the belief that education is a powerful asset. Unlike physical possessions, education is something that can never be taken away, and this idea has been a cornerstone of his leadership style.
As a teacher, he finds inspiration in knowing that the education provided to students is something that no one can ever remove from them. He believes that with this positive outreach, one can truly change the world.
Inspirations that Shaped a Leader
Some of the most influential figures in leadership have directed Richard’s perspective, starting with his time as a student at MIT. As a student, the great teachers at MIT were among the first sources of inspiration. Dr. Amar Bose, in particular, left a lasting impression. His classes in circuit theory were highly anticipated, long before he became famous for Bose Loudspeakers. The sheer brilliance of his teaching allowed for a unique experience: there was no need to take notes. Every word he spoke could be absorbed with full focus, and after the lecture, it felt as though every concept had been learned in depth.
The influence of professors continued with others like Prof. Alvin W. Drake, the graduate advisor, who constantly encouraged reaching for the stars. Despite facing setbacks along the way, Prof. Drake’s unwavering support helped him get back on his feet, dust himself off, and push forward.
Another pivotal figure was Professor Al Blumstein of Carnegie Mellon. He took a significant risk by selecting him as the youngest member of the Science and Technology Task Force of the President’s Crime Commission. This decision proved to be life-changing, launching a career that would go on to inspire others.
Advice to the Next Generation of Changemakers
Richard advises the next generation of changemakers to be true to themselves. One should identify their deep intellectual passions and follow them as far as possible, even when the journey becomes difficult. The key is to forge new pathways, and in doing so, others will follow.
He also emphasizes the importance of never losing curiosity. It’s crucial to remain inquisitive about serious research topics, but curiosity should also extend to the everyday wonders of life. For instance, why is the enclosure containing relief pitchers in baseball called the “Bull Pen”?
Striking a Balance Between Tradition and Innovation in Academia
According to Richard academic leaders face the challenge of balancing tradition with innovation in modern institutions. He notes that each faculty member finds their own approach to this balance. Some professors maintain the tradition of “Chalk-and-Talk” lectures, continuing to write all their material on the blackboard throughout their careers.
Others embrace AI and the latest technological advancements, encouraging their students to learn through these innovations. However, he believes the diversity of teaching approaches is considered a strength, not a weakness.
A Daily Ritual for Success
A key personal habit that contributes significantly to Richard’s success is his philosophy of treating every day as a gift, making the most out of each moment, as there’s no guarantee of tomorrow. In line with this belief, he embraces a unique approach to planning and organizing his day, known as “MODEL THINKING.”
Each morning, with a cup of coffee in hand, he drafts a “model” for the day ahead, visualizing how it will unfold. He emails himself the sequence of planned activities, beginning with what matters most to him: three leash-free walks outside with his Golden Retriever, Maisie.
As the day progresses, he continues to update the email, marking completed tasks in a smaller font size, a quirky method that helps him stay on track and feel a sense of accomplishment. This habit, though unconventional, has proven to be an effective tool for maintaining focus and productivity.
Vision for the Future of Education and Leadership
The future of education and leadership hinges on a global commitment to viewing education as the cornerstone of societal growth. Richard believes that, across all countries, continents, and governmental structures (excluding Antarctica), the best investment any nation can make is in its education system.
A well-educated population is one that rises, evolving in countless positive ways, and contributes to both individual and collective progress. This vision for education emphasizes its transformative power, suggesting that investment in learning can lead to flourishing communities worldwide.
For Print and Design Purpose:
Featuring Person & Designation: Richard Larson, Professor
Company: MIT, Massachusetts Institute of Technology
Quotes:
“Leadership is identifying the need to forge new educational pathways, then design those pathways, and then to traverse them, first only you, and then many others to follow. Innovation is very much a part of Leadership.”
“I think the biggest challenge is to democratize education by making the same high-quality education available to all, rich and poor, urban, suburban or rural.”
“Being true to yourself, being compassionate, being motivated by the idea that Education is an asset (unlike physical assets) that no one can take away from you.”