Richard C. Larson, often referred to as “Doctor Queue” for his pioneering work in queueing theory, has spent more than five decades transforming how we think about problem-solving in both academia and society. A professor at MIT for most of his life, Larson’s influence spans across operations research, public systems, and technology-enhanced learning. His career exemplifies how the union of intellectual rigor, field engagement, and deep humanism can generate lasting impact.
Larson began his journey at MIT, first as a student and later as a professor, immersing himself in the evolving discipline of operations research (OR). He was drawn to the science of improving decision-making through mathematics and systems thinking. But for Larson, OR was never just about elegant models—it was about solving real, messy problems that affect everyday lives. He frequently described it as “research on operations,” underscoring his preference for ground-level engagement over abstract theorizing.
One of Larson’s most celebrated achievements was the optimization of New York City’s 911 emergency response system. Through sophisticated applications of queueing theory and data-driven analysis, his work significantly cut response times and enhanced emergency resource allocation. This wasn’t just an academic exercise—it had tangible, life-saving results. For Larson, the impact of such improvements reaffirmed his core belief: theory must be fused with practice to serve the public good.
Larson was also a deeply committed educator and mentor. He rejected the traditional “theorem-proof” pedagogy in favor of immersive, real-world learning. In his classes, students tackled ambiguous, complex problems that required both analytical precision and human judgment. Through hands-on fieldwork and consulting opportunities—including partnerships with agencies like the U.S. Postal Service and the City of New York—Larson instilled in his students a profound respect for the operational environments they were trying to improve. Many of those he mentored have gone on to become influential figures in their own right, echoing his interdisciplinary and impact-driven ethos.
Education, however, was not confined to MIT’s campus. Larson’s vision for technology-enabled learning took shape during his directorship at MIT’s Center for Advanced Educational Services (CAES) from 1995 to 2003. He recognized early on how digital tools could democratize access to high-quality education. Under his leadership, CAES laid the groundwork for MIT’s future innovations in online and blended learning.
In 2002, Larson founded the Learning International Networks Consortium (LINC), a global initiative designed to bring together educators, policymakers, and technologists committed to expanding educational access through digital means. LINC has since impacted learners and institutions across more than 25 countries, creating a platform for shared learning and global collaboration.
Perhaps his most enduring contribution to educational technology is MIT BLOSSOMS (Blended Learning Open Source Science Or Math Studies). Inspired by a visit to a rural school in China, Larson envisioned video-based, interactive STEM lessons that could support—not replace—teachers in under-resourced environments. Today, BLOSSOMS offers free, globally-sourced modules that help students engage with complex concepts through active learning. It stands as a model of how blended learning and open educational resources can bring equity and excellence to classrooms around the world.
Larson’s scholarly output is vast, but always grounded in accessibility and practicality. His most recent book, MODEL THINKING For Everyday Life, encourages general audiences to apply the same modeling techniques used in operations research to daily decision-making. He champions what he calls “model thinking”—not just using models, but developing a mindset of structured inquiry and analysis. In an era where people increasingly rely on algorithms and automation, Larson’s message is clear: human intelligence, critical thinking, and experiential learning are more vital than ever.
In addition to shaping academia and public systems, Larson has left a mark through leadership in professional societies like INFORMS (Institute for Operations Research and the Management Sciences), where he served as president. His collaborative spirit and strategic insight helped grow operations research into a dynamic, interdisciplinary field with real-world relevance.
On a personal note, Larson’s life is also one of balance and values. With his wife, Mary Elizabeth Murray (“Liz”), he has navigated the demands of academia and public engagement while prioritizing family and community. Colleagues and students alike speak of his generosity, accessibility, and tireless commitment to making the world a better place.
Conclusion Richard C. Larson’s life and work illustrate the transformative power of interdisciplinary thinking, public service, and educational innovation. Whether optimizing emergency systems, mentoring the next generation, or revolutionizing global STEM education, Larson has always kept one goal in sight: improving the systems that shape people’s lives. His legacy is not only written in papers and policies but also in the lives he has touched and the communities he has strengthened. In a rapidly changing world, Larson stands as a powerful reminder that the fusion of science, empathy, and vision can truly change the world.
Read more: Richard C. Larson: A Lifetime of Innovation in Operations Research and Education
