The Man Who Brought Mathematics to Life Outside the Classroom
There are not many individuals in the research and academic community who have ventured beyond the boundaries of traditional disciplines to create a lasting impact on systems of the real world as profoundly as Richard Charles Larson. Equated with his deep work in the disciplines of operations research (OR) and queueing theory, Larson is the ultimate academic adventurer. He refuses to remain huddled in the cozy creases of traditional academia but challenges himself well beyond those silos to create seemingly inconsequential connections that can result in profound changes in society. From his trailblazing research in emergency response systems to his enthusiasm for democratizing education, Larson’s life is a testament to how interdisciplinary thinking and a willingness to venture into the unknown can lead to revolutionary innovation. It began with a childhood fascination with physics and a natural curiosity for the world. But it was his serendipitous discovery of operations research that would seal his legacy. Larson, in his work, not only redirected the way that we tackle issues of complexity, but also has made the realm of academic expertise accessible to anyone, anywhere in the world, regardless of geographic or financial constraint.
Finding the World of Operations Research
Richard Charles Larson’s life would forever change in graduate school. While his passion for physics had always driven him to learn about the world around him, it wasn’t until he discovered the field of Operations Research through his faculty advisor that he finally found his place intellectually. At first glance, operations research might not be an obvious next step for physics, but to Larson, it was a natural progression. To him, OR was simply the “Physics of Our Everyday World.”
Operations Research provided a solid foundation to model and study the complex systems that govern our everyday lives, from emergency response to traffic patterns. The immediate interest Larson took in OR was due to his belief that to know these systems was not sufficient; they had to be addressed practically on the basis of their real-world applications. “Operations Research” was his mantra, a clean, unvarnished definition of a field that held out the promise of unlocking the hidden levers behind everything from urban infrastructure to corporate processes.
Dr. Queue: The Birth of a Nickname and a Legacy
The more Larson used Operations Research, the more he was attracted to one particular application: queueing theory. The concept of queues, which encodes the phenomenon of waiting lines we observe in our day-to-day lives, was put on a mathematical basis by Danish engineer A. K. Erlang in the early 20th century. Larson, however, would go on to build on this foundation to create models for use in a vast array of modern systems. His Hypercube Queueing Model, which he constructed in 1974, is one of his greatest contributions.
The Hypercube Queueing Model was ground-breaking in its ability to model and optimize emergency vehicle response times, including police cars and ambulances. By looking at how widely dispersed vehicles could better respond to emergency calls, Larson’s model became the gold standard for urban emergency response systems. Interestingly, the model remains highly cited today, highlighting its continued relevance and influence. It is perhaps Larson’s greatest claim to fame, demonstrating his talent for taking convoluted theoretical ideas and converting them into practical applications that benefit human lives.
It was in the field of queueing theory that Larson was drawn to his affectionate nickname, “Dr. Queue.” The nickname may seem frivolous, but it reveals the depth of his expertise in the field. Larson’s use of queueing theory, however, went far beyond mathematics. He understood that the psychological experience of waiting was just as important as the mathematical efficiency of the queue itself. Disney’s masterful manipulation of waiting times in their theme parks, the design of queue spaces, was a fascinating subject of study for him. Queueing to Larson was not just a matter of minimizing delays—it was a matter of making the wait acceptable, even pleasurable.
Closing the Gap Between Theory and Practical Application
Larson’s career was characterized by his ability to bridge the gap between theory and practice. One of the strongest examples of this was when he worked with the New York City Police Department (NYPD) to solve problems of excessive wait times at their emergency call center. Facing public outcry over delays of up to 25 minutes when dialing 911, Larson applied Erlang’s queueing equations to the solution. Working with actual real-time NYPD data, he created a new scheduling program that cut down wait times on calls significantly. The solution’s implementation, just a week after Larson had shown the Police Commissioner his report, likely saved lives.
This research is characteristic of Larson’s unique research methodology: he tried to solve issues that had a material impact on the world. His ability to connect theoretical frameworks to current, real-world issues was no less a declaration of his technical skill than an expression of his deep sense of obligation to employing his work as a tool toward making the world a better place.
The Revolution of Education: MIT LINC and BLOSSOMS
Apart from being a technical specialist, Larson is also a fervent advocate for the democratization of education. The arrival of the internet brought with it an historic opportunity to unlock access to knowledge, and Larson was at the forefront to take advantage of the opportunity. In 2001, he helped launch MIT LINC (Learning International Networks Consortium), an initiative that aimed to connect educational leaders around the world. LINC was among the first demonstrations of how technology could be employed to level playing fields and deliver world-class educational content to some of the most remote communities.
With the success of LINC, Larson was the lead developer in creating MIT BLOSSOMS (Blended Learning Open Source Science or Math Studies). BLOSSOMS had a mission to provide interactive video lessons for high school and college students who are studying STEM (Science, Technology, Engineering, and Mathematics) programs. These freely available videos on YouTube are now used by students around the world, with an educational level of access that was once unthinkable.
Though he is an advocate of technology solutions, Larson is a firm believer in the value of traditional ways of learning. MODEL THINKING for Everyday Life, his latest book, dispels the myth of the superiority of computer-based learning. He prescribes pencil and paper as the top tools for absorbing and retaining information. His book encourages readers to set aside the screen and grapple with the material in a more intimate, contemplative way. The efficacy of this approach has been proven by recent research, validating Larson’s trust in the power of engaged, experiential learning.
A Legacy of Mentorship and Innovation
Larson’s own legacy is not just defined by his early pioneering work in Operations Research and in education, but by his tireless commitment to mentoring as well. Across the length and breadth of his long and fruitful career, he has collaborated with students, co-writing research and developing the next generation of researchers, engineers, and practitioners. Many former students have made notable careers for themselves in academia, government, and industry, propagating the effects of his work.
Larson’s own contributions to the discipline of Operations Research are many, but perhaps his most significant contribution is in the manner in which he has changed the way we conceptualize and engage with complex systems. His research has influenced everything from city planning and disaster response to the manner in which we engage with education and knowledge dissemination globally.
His application of OR methodologies to real-world challenges not only speaks to the expansive reach of the field but to Larson’s conviction about the value of applied knowledge as well. Unlike most researchers, who target theory-based studies, Larson’s research has created direct, quantifiable results that enhanced systems on which people deal with every day.
Pushing Boundaries: The Quest for Interdisciplinary Innovation
Larson’s career path was anything but traditional. Whereas most professors and researchers like to stay within their disciplinary silos, Larson took the idea of intellectual fluidity to heart. Larson moved through a variety of fields and attacked problems from across the disciplines, integrating mathematical, technical, and humanistic understanding to create innovative solutions.
His problem-solving across disciplines is a model for generations to come, challenging them to think outside the conventional academic box and link seemingly disparate concepts. Larson’s openness to venturing into new territories resulted in breakthroughs not only in theory, but also in real-world applications that benefit the public.
One of the best examples of this interdisciplinary work is his activity in the field of technology and education. MIT LINC and BLOSSOMS were not just technical or educational projects; they were manifestations of Larson’s vision that the best way to enhance society is to borrow from a variety of sources of knowledge and experience. His capacity to integrate seemingly disparate ideas into logical, innovative projects has left an irreparable impact on the world.
An Inspirational Personality
Richard Charles Larson’s life and career are a shining example of success as a testament to the power of passion, curiosity, and interdisciplinarity to create change of the deepest, most enduring kind. From his operations research work to his ground-breaking work in queueing theory, to the manner in which he opened up education for all, Larson has redefined what it means to be a scholar and an innovator. His work in translating complex mathematical models into practical applications has not only improved the efficiency of emergency response systems but also saved lives. His work towards democratizing education has helped students from different backgrounds access world-class learning materials, opening up doors to opportunities previously out of reach.
As Larson looks back on his career, he can take pride in the knowledge that his work has not only reshaped the world of academia but has positively impacted the world in a tangible way. His legacy is one of intellectual curiosity, practical innovation, and enduring concern for helping others. As we continue to struggle with the complexities of the contemporary world, the values that Larson espoused—transdisciplinary thinking, evidence-based decision-making, and massification of education—will most definitely continue to inspire generations to come among scholars and business leaders alike. His style of transdisciplinary thinking, theory to practice, and remitting back to the world through education and innovation guarantees that his contribution will be realized for a long time to come.
