Times are changing in the blink of an eye. Yet, when you see up close, some things never change. Things like education – teaching and learning.
Let’s not get distracted by all the technological advancements affecting education or new fads challenging the conventional way education is delivered and received.
However, the means and the mediums have changed. The message remains the same – a curious mind trying to figure out answers to its possessor’s questions.
By gaining insights into the depth of the unknown, a learning brain is discovering or re-discovering knowledge anew, looking at things in a new light and finding novel solutions to the problems faced by our immediate society, countries, the world, and humanity.
Today, even experts might believe that advancing technologies and digital transformations improve student’s learning experiences.
However, an expert of experts, Professor Dr. Richard Charles Larson, feels otherwise.
“With regard to modern fads in learning,” he says, he is old-fashioned.
“I believe in computers turned off and the student interacting with the material with many sharpened pencils and blank sheets of paper at hand.”
That’s a daring claim that he supports with solid arguments. He says that recent educational research has validated this approach, as the mechanical movement of your hand, writing out key results, is a best-in-class pathway to parts of your brain that will store and remember the results.
“So, for me, a student’s “immersive learning experience” is with pencil and paper!”
It’s a completely fascinating insight, which, though as old as education itself, is new in itself as it went backstage in a while with all the changes time brought in our era.
Bringing it to the fore again, Professor Larson explains, “Let’s not confuse a Google search for an answer as real learning. I like to say, “The Answer is NOT the answer; the Process is the answer.” Wow! That’s truly refreshing and really eye-opening.
An Award-winning Author
Professor Larson was awarded the Lanchester Prize by the Operations Research Society of America (ORSA) for his first book, Urban Police Patrol Analysis (MIT Press, 1972). He is the co-author, with Amedeo Odoni, of Urban Operations Research, Prentice Hall, 1981 (republished in 2007). He served as President of ORSA (1993-4) and INFORMS (2005). Also, he served as a consultant to the World Bank, United Nations, Rand Corp., Kuwait Foundation for the Advancement of Science, Hibernia College in Ireland, Hong Kong University, the U.S. Department of Justice, American Airlines and various other corporations.
Professor Larson’s research on queues has not only resulted in new computational techniques (e.g., the Queue Inference Engine and the Hypercube Queueing Model) but has also been covered in national media (e.g., ABC TV’s 20/20, NPR, CNN.com, the Wall Street Journal and the New York Times), earning him the international fame as Dr. Queue. He served as Co-Director of the MIT Operations Research Center (over 15 years in that post). He is a member of the National Academy of Engineering and an INFORMS Founding Fellow.
Professor Larson has been honored with the INFORMS President’s Award and the Kimball Medal. Most recently (2025), he received the Albert Nelson Marquis Lifetime Achievement Award for “…Marquis Biographees who have achieved career longevity and demonstrated unwavering excellence in their chosen fields.”
Education – His First Love
The field of education is lucky to have him. Because Professor Larson fell into education by accident. As an MIT undergraduate, he majored in Electrical Engineering, following in his father’s footsteps. His father’s name: Gilbert C. Larson, “And he is the person I admire most in my life. He was a superlative electrical engineer, working for companies such as Hazeltine, Westinghouse, and Raytheon. Plus, he was an accomplished carpenter and general renaissance man!” recalls Professor Larson.
As a graduate student at MIT, Professor Larson served as a TA (Teaching Assistant) for an undergraduate Applied Probability course. He fell in love with teaching there as he witnessed his students’ eyes light up, moving from disinterest, confusion, and lack of understanding to full comprehension and deep interest, all in a matter of minutes. “This, to me, was Heaven on Earth!”
A Journey Sparked by Passion and Opportunity
Professor Larson’s path to academia was shaped not by design but by a deep-seated passion for teaching. Early in his career, he discovered his knack for education while serving as a teaching assistant—a role in which he quickly gained a reputation for excellence. His trajectory took a defining turn when his faculty advisor, Professor Alvin W. Drake, made an unexpected yet life-altering suggestion just months before Dr. Larson completed his PhD. “Dick, why don’t you stay on here at MIT as an assistant professor for a couple of years before you go off and make your millions?” Professor Drake had said. The proposal, though surprising, was a moment of profound affirmation. Overcoming his initial disbelief, Dr. Larson embraced the opportunity and never looked back. From assistant professor, he rose through the academic ranks, eventually becoming a full professor and ultimately holding the prestigious title of MIT Mitsui Professor.
An Interdisciplinary Spirit of Exploration
Throughout his illustrious career, Dr. Larson has consistently charted an unconventional course through academia. A self-described “Libertarian free spirit,” he has allowed his intellectual curiosity to guide his academic journey. MIT, in turn, offered him the freedom to explore multiple disciplines—something rare and invaluable. Over the years, he transitioned through five different departments, each reflecting a shift in his teaching and research interests. His academic homes have included Electrical Engineering, Urban Studies and Planning, and Civil Engineering before he found his ideal fit in the interdisciplinary MIT Institute for Data, Systems, and Society (IDSS). “I like the name IDSS, with the words ‘Data, Systems, and Society’ reflecting exactly what I do,” he shares.
Despite these disciplinary migrations, Dr. Larson’s core philosophy as a professor has remained unchanged. His approach to teaching, mentoring, and research has always centred on purpose and curiosity. What has evolved is the breadth of content he engages with, shaped by his ever-expanding interests and a genuine commitment to understanding the intersections between technology, systems, and societal impact.
Bringing the Real World into the Classroom
What distinguishes Professor Larson in the highly competitive world of education is not just his academic rigour but his ability to ignite curiosity and engagement through real-world relevance. In every subject, he has taught—whether Applied Probability, Markov Processes, or Urban Operations Research—his approach has consistently involved anchoring theoretical concepts in tangible, everyday scenarios. Rather than presenting abstract models in isolation, he prompts his students with interactive questions, guiding them through actual applications of the ideas being introduced. This method doesn’t just make his lectures memorable; it actively transforms the learning experience, drawing students into the material with purpose and enthusiasm. “Committed and enthusiastic engagement from students is key to good teaching,” he often asserts—and his career has been a masterclass in achieving just that.
A Methodology Grounded in Reality
Professor Larson’s teaching and research methodologies are deeply rooted in the principles of operations research, which he describes with characteristic wit as “Research on Operations.” Rather than chasing elegant but impractical abstractions, his focus remains steadfastly on the complexities of real-life systems. Whether modelling the flow of traffic at intersections or optimizing operations for major corporations like American Airlines, his academic journey has been driven by a desire to decode the real world through analytical clarity.
In the classroom, this translates to a philosophy where theory and practice are inseparable. He weaves applied examples seamlessly into lectures, helping students not only understand but retain the concepts more effectively. On the research front, his contributions—such as the development of the Hypercube Queueing Model—stand as proof of his commitment to solving actual problems, not just theoretical puzzles. This applied focus has shaped generations of learners and scholars, grounding academic insight in practical value and societal relevance.
For Professor Larson, the essence of teaching and research lies in bridging the gap between systems and people, theory and practice. And in doing so, he continues to leave a profound and lasting imprint on the world of academia.
Fostering Sustainable Learning Through Engagement
In an age where the concept of sustainability stretches beyond environmental concerns to touch every aspect of modern life, Professor Larson sees it as a vital principle in education as well. For him, sustainability in learning means more than delivering content—it means ensuring that students retain and apply what they’ve learned long after the class ends. “Sustainability is the ability to be maintained,” he reflects, drawing attention to the deeper challenge of making knowledge enduring. Inspired by Benjamin Franklin’s timeless wisdom—“Tell me and I forget; teach me, and I remember; involve me and I learn”—Professor Larson promotes interactive, student-centred learning as the cornerstone of sustainable education. He involves his students not as passive recipients but as active participants in the learning journey, ensuring that what they learn becomes part of their intellectual toolkit.
A Philosophy Rooted in Discovery Learning
At the heart of Professor Larson’s teaching philosophy lies a simple but powerful belief: real learning happens when students are involved. This belief guides his methods across a wide range of student capabilities and academic levels. Whether working with an A+ student or someone performing at a C+ level, he believes all students benefit from being drawn into the subject matter through questions and discussion. “Stop the lecture and pose a related question to the class,” he explains. “First call on those with raised hands, and later those without.” This thoughtful practice not only encourages participation from all corners of the classroom but also leads to what he calls “Discovery Learning”—a collective process of exploring and uncovering ideas together.
By consistently inviting students to think, question, and discover alongside him, Professor Larson transforms the classroom into a dynamic space of intellectual curiosity. It’s a model of education where diverse learners are respected, challenged, and ultimately empowered to own their learning. Through this philosophy, he not only teaches students concepts but also instils in them a love for learning that lasts far beyond the classroom walls.
Inspiring Vision Beyond the Classroom
For Professor Larson, guiding students goes far beyond academic instruction—it’s about helping them envision the possibilities that await beyond graduation. He encourages them to look toward the future with ambition and confidence, reminding them of the exciting careers they can pursue and even inspiring some to consider launching their ventures. “I try to motivate them to envisage their future after a successful graduation,” he explains, nurturing not just learners but future leaders and innovators. His mentorship is deeply rooted in practicality, aiming to equip students with the mindset to shape their trajectories.
Balancing Theory with Real-World Impact
In a field once dominated by theoretical constructs and chalkboard formulas, Professor Larson has been a steady force in steering Operations Research toward greater real-world relevance. He recalls the traditional classroom rhythm of “Theorem, Proof,” a structure that once characterized the discipline as a branch of applied mathematics. But times have changed, and so has the approach. “Operations Research is now much more applied,” he affirms, emphasizing the field’s evolution to solving real-world problems rather than remaining confined to academic abstraction. As someone fortunate to work in this domain, he thrives in a space where innovation meets application and where theory serves practice—not the other way around.
Learning from Setbacks, Growing Through Experience
Behind every great teacher is a story of personal growth, and Professor Larson is candid about the challenges he has faced. One of his most formative lessons came early in his teaching career when he struggled to communicate complex material effectively. “I learned that I must know the material I am presenting deeply, with the ability to communicate it clearly and intuitively to C-level students,” he recalls. The experience was humbling—but ultimately transformative. It taught him not only the importance of subject mastery but also the necessity of empathy and clarity in teaching.
Equally significant is the balance he has maintained between professional excellence and personal life. At the end of a long day immersed in research and teaching at MIT, he consciously transitions from scholar to family man. “At home, I learned to take off my ‘MIT Hat’ and put on my ‘Husband-and-Father Hat,’” he shares. This simple yet profound boundary has helped him sustain not just a distinguished career but also a grounded and fulfilling life.
Professor Larson’s story is one of intellectual passion, adaptive teaching, and human connection. Through his values, methodologies, and resilience, he continues to shape generations of learners while exemplifying the very ideals he teaches.
A Legacy of Independent Thinking and Lifelong Passion
As Professor Larson reflects on a lifetime of academic excellence, his advice for the next generation—whether aspiring teachers or ambitious students—is anchored in authenticity and purpose. “Look into the mirror and find your deep intellectual passions,” he urges. Rather than following popular trends or succumbing to peer pressure, he champions the idea of forging a unique path. “Don’t follow the crowd—chart your pathway for others to follow,” he adds. This philosophy has not only defined his remarkable career but continues to guide those he mentors.
Learning from the Learners
Even with decades of experience and accolades to his name, Professor Larson remains deeply grateful for the lessons his students have taught him. One such defining moment occurred early in his career as a teaching assistant. A student asked for an intuitive explanation of a complex equation on Applied Probability—one that, although technically correct, Larson realized he could not fully explain in simple terms. “It was a life-changing moment,” he reflects. From that day on, he vowed never to present material he didn’t understand intuitively himself—a promise he has held to with unwavering discipline. This moment didn’t just shape his teaching—it defined his entire approach to knowledge, humility, and growth.
Model Thinking for Everyday Life
Now retired from formal academia, Professor Larson has entered a new phase of his lifelong mission: making complex ideas accessible to all. His latest accomplishment, the book Model Thinking for Everyday Life, is a culmination of his years of wisdom and insight—designed to help people apply systems thinking and analytical models to everyday decisions. It’s his way of ensuring that learning doesn’t stop at the classroom door and that intellectual empowerment remains a tool for all.
As Professor Larson continues to inspire with his ideas and writing, his legacy endures in every student he taught, every model he developed, and every life he helped shape through curiosity, clarity, and compassion. From an intuitive question on a blackboard to a globally respected professorship, his journey is a masterclass in what it means to live—and teach—with purpose.
