Knowledge has become both abundant and overwhelming, with an endless stream of information at our fingertips. Yet, as access to data increases, the true essence of learning often slips through the cracks. It’s no longer just about knowing more—it’s about knowing better, about understanding how to apply that knowledge to solve real, pressing problems. The real challenge lies in bridging the gap between abstract theory and tangible outcomes, between what is learned and how it is used to shape the world.
Yet, even with the abundance of resources at our disposal, many educators today are stuck in a cycle that’s more about ticked boxes than transformative learning. The classroom often becomes a safe, isolated space where theory remains untouched by the grit of the outside world. Students may leave with an encyclopedia of knowledge, but with few tools to apply it meaningfully. Too many lessons are learned in the abstract, leaving the crucial link between theory and real-life problem-solving lost in the noise. What’s missing is not just knowledge—but wisdom in how to use it.
Richard Larson, however, has always seen knowledge differently—not as something to be hoarded in the confines of academia but as something to be wielded in the messiness of real life.
Solving Life’s Equation
Richard was inspired to pursue operations research because of his strong interest in physics during high school. He felt that physics allowed him to understand the world with just a few fundamental concepts, unlike chemistry, which he found less engaging, and biology, which he viewed as overly focused on memorization.
He articulates that operations research is essentially the “physics of the world in which we operate,” encompassing various applications like the dynamics of traffic systems, public transportation, and emergency response. Richard fell in love with operations research because it enabled him to apply scientific principles to tackle real-world problems, reinforcing his belief that it is a crucial field for improving operations across diverse sectors. His enthusiasm for the subject has persisted throughout his career, and he considers it an integral part of how we manage complex systems in society.
Richard’s Model for a Smarter World
Over the decades, he has authored, co-authored, or edited six books and published more than 175 scientific articles. His primary focus areas include urban service systems—especially emergency response systems—disaster planning, pandemics, queuing theory, logistics, technology-enabled education, smart-energy housing, and workforce planning.
Richard’s groundbreaking first book, Urban Police Patrol Analysis (MIT Press, 1972), earned the prestigious Lanchester Prize from the Operations Research Society of America (ORSA). He also co-authored Urban Operations Research (Prentice Hall, 1981) with Amedeo Odoni, a widely cited reference with over 1,000 citations.
His research on queues has garnered national and international attention. Among his notable contributions are the Queue Inference Engine, an early example of data-driven research, and the Hypercube Queueing Model, which has been cited over 740 times.
In collaboration with students, Richard has co-authored several award-winning papers. These include:
- “Modeling the Effects of H1N1 Influenza Vaccine Distribution in the U.S.” with Anna Teytelman, which won the Best Paper of the Year in Value in Health (2012).
- “STEM Crisis or STEM Surplus? Yes and Yes” with Yi Xue, which earned the Lawrence M. Klein Award from the U.S. Department of Labor (2015) and was featured in The New York Times.
Richard has served in various leadership roles in the field of operations research. He was president of ORSA (1993–94) and later served as president of INFORMS (2005), the Institute for Operations Research and the Management Sciences. For over 15 years, he was co-director of the MIT Operations Research Center.
In terms of public service, Richard contributed his expertise to several U.S. government boards. At the Institute of Medicine, he was a member of the Board on Health Sciences Policy (2008–2010) and served on the Standing Committee on Emergency Management and Medical Response Integration (2009–2015). He also worked on major projects with the U.S. Postal Service and the City of New York as a consultant.
Richard’s excellence in the field has earned him numerous accolades. He is a member of the National Academy of Engineering and a Founding Fellow of INFORMS. His honors include the INFORMS President’s Award, the Kimball Medal, and the inaugural Daniel Berg Lifetime Achievement Medal (2017) for contributions to technology innovation, service systems, and strategic decision-making.
From 1995 to mid-2003, Richard led MIT’s Center for Advanced Educational Services (CAES), where he pioneered the use of technology-enabled learning for both on-campus students and learners across the globe. He also founded LINC (Learning International Networks Consortium), an MIT-based global initiative that has hosted eight international symposia.
Currently, Richard is the principal investigator of the MIT BLOSSOMS (Blended Learning Open Source Science or Math Studies) Initiative. He remains deeply engaged in research, especially in exploring how operations research can be applied to monitor and manage pandemics like COVID-19 and to assess major structural reforms in the U.S. education system.
Revolutionizing NYC’s 911 Response System
Richard played a pivotal role in transforming New York City’s 911 emergency response system by significantly enhancing its efficiency and reducing response times. Prior to the introduction of 911, residents had to remember different emergency numbers depending on their borough—a fragmented system that created unnecessary delays. The introduction of a unified 911 system was a step forward, but operational challenges soon emerged, including long wait times for callers.
Richard was brought in to help address these issues. Working closely with New York City police lieutenants and dispatch personnel, he collected and analyzed data to understand the system’s bottlenecks. His work focused on optimizing the deployment and scheduling of 911 operators. These changes led to a sharp decrease in response delays.
Although Richard didn’t have exact figures to measure the full impact, he firmly believes the improvements helped save lives by enabling quicker emergency responses. Importantly, he also documented the methodologies used, ensuring that the lessons learned could be applied to emergency systems in other cities around the world.
Modeling the Mind
Richard promotes model-based thinking which according to him is a structured approach to tackling complex problems by developing models that mirror real-world operations across domains like traffic systems, emergency response, and urban planning. He underscores that this method empowers individuals to make smarter, more informed decisions by analyzing and interpreting the underlying dynamics of the systems they navigate.
In his discussions, Richard describes operations research as the “physics of the world we operate in,” serving as a foundational framework for model-based thinking. By building and using models, practitioners can grasp how various elements interact and influence outcomes, leading to more effective decision-making and optimized resource allocation.
Richard actively champions this approach and has authored a book titled Model Thinking for Everyday Life: How to Make Smarter Decisions, aiming to make these concepts accessible to a wider audience. He is particularly passionate about sharing this knowledge with students and the general public, encouraging everyone to apply model-based thinking to improve their everyday lives.
Solving Life’s Puzzles Through Numbers
Richard has long been drawn to the interdisciplinary nature of Operations Research (OR), which aligns seamlessly with his broad intellectual interests. Rather than being confined to a single academic discipline, he has consistently sought out opportunities to apply his knowledge to a wide range of real-world challenges. He often compares OR to applied physics, emphasizing its focus on solving tangible problems such as traffic systems, logistics, and city infrastructure.
Throughout his career, Richard’s research has evolved based on the questions that sparked his curiosity at any given time—from early studies on urban law enforcement to later work involving intricate probabilistic models. His collaborations with graduate students have spanned numerous fields, with a central focus on using probabilistic modeling and applied probability to navigate complex, uncertain environments. In addition to his research, he has found great satisfaction in teaching MIT courses that highlight these analytical techniques, reinforcing their critical role in addressing contemporary issues.
Ground Truth in a Digital Age
Over the years, Richard has observed major shifts in how research is conducted, especially with the rise of artificial intelligence and powerful computational tools. Despite these advancements, he continues to champion the value of traditional research approaches—especially immersive fieldwork and direct observation. He strongly believes in what he calls “Boots on the Ground” research, maintaining that simulations and algorithms, while valuable, cannot fully substitute the insights gained from firsthand experience.
Richard is increasingly concerned that contemporary researchers may lean too heavily on digital models without engaging directly with the environments they aim to understand. In his view, this detachment can weaken the relevance and accuracy of their work, as models built in isolation often fail to capture the complexities of real-life scenarios. Direct involvement, he argues, is essential for developing solutions that truly resonate with and address practical challenges.
Crafting Solutions that Solve Pressing Problems
Richard firmly believes that academic research should actively contribute to real-world innovation. As someone deeply rooted in applied Operations Research, he sees no divide between theoretical insights and practical use. For research to truly matter, he argues, it must be informed by direct observation and real-world experimentation. Richard encourages academics to leave the confines of their offices, closely study the systems they seek to understand, and craft solutions that solve actual, pressing problems.
Reimagining Education in the Age of AI
Richard recognizes the transformative impact of artificial intelligence, data-driven technologies, and online learning platforms on the future of education. He praises the Internet’s role in leveling the educational playing field, giving students around the globe access to the same resources as those in elite institutions. One example he highlights is MIT BLOSSOMS, a program he has been personally involved with to promote educational equity worldwide.
Despite the benefits, Richard is mindful of the challenges these technologies present. He worries that some learners may become disengaged, feeling overshadowed by the capabilities of AI. Moreover, he raises important ethical concerns about AI completing assignments and critical thinking tasks on behalf of students and professionals. While acknowledging AI’s promise, he emphasizes the need for thoughtful navigation to ensure its responsible and constructive integration into education and beyond.
Mentorship as a Cornerstone of Education
Throughout his career as a professor, Richard has guided and supported numerous students, always emphasizing integrity, encouragement, and perseverance. He believes that truly effective educators must balance compassion with accountability, providing consistent support while challenging students to grow. Reflecting on his own formative years, he recalls the impact of his advisor’s honest and constructive feedback during his time as a Teaching Assistant. That experience shaped his mentoring philosophy: to help students learn through their setbacks and continuously push toward excellence.
Breaking Down Disciplinary Walls
Richard’s work in Operations Research has naturally placed him at the intersection of multiple fields, making cross-disciplinary collaboration a consistent theme in his career. He has often partnered with specialists from a wide range of academic backgrounds to solve complex problems. While these collaborations have yielded valuable insights, he also recognizes the structural hurdles within academia, such as rigid departmental divisions and traditional reward systems, that can limit such efforts. Encouraging more meaningful interdisciplinary work, he believes, requires both proactive engagement from individuals and supportive frameworks at the institutional level.
Navigating Pressures in Academic Research
Richard acknowledges the mounting challenges researchers face today, including limited funding opportunities, the constant pressure to publish, and increasingly complex institutional expectations. He credits MIT’s inclusive and supportive academic culture as a major contributor to his long and fulfilling career. Richard believes that when institutions create spaces that welcome diverse ideas and encourage academic risk-taking, they empower faculty to explore bold, innovative paths in research and education.
Wisdom from a Life in Research
Looking back on his professional journey, Richard emphasizes three core principles that have guided him: authenticity, courage in taking intellectual risks, and building strong relationships with students. He recalls the joy of co-creating MIT’s pioneering course “Urban Operations Research” alongside Professor Amedeo Odoni—a collaboration that not only enriched classroom learning but also led to their influential textbook, Urban Operations Research. This work remains a cornerstone in the field, frequently cited and widely respected for its lasting contributions.
