shstrectons, ho founds rc passion: esching “Nothing ic
beter than watching students es light per mesi
‘with a problem” be romonbers. "That epiphanic moment
shared never grows old" For Larson edocation isan onging
‘wears. "Unlike property, cations purs o ep forever.
emancipate you from ponerty of wallet and imagination”
This belicthes enderpimncdallhisacóvica
Operations Research: ACarceria Public Service
Larson becamo a public figure inthe 19608 when he was
involved with the RAND Corporation in simulating
emergency service Hi New York City studios entered.
police ambulance, and fie company deployment, and ives
wer rally saved through his models duc to faster, more
fective response. This wot led to his induction into the
Nacional Academy of Engincerin for his “development and
pplication of operations research methods fr public and
private sector servico inductee * Larson men! talent à
{or combining trict mathematics with real-world scictal
in.
Doctor Queue: The Psychology Behind Waiting
While respected academically, Larson became 3 howchold
name throug his wi, relatable insighs on a universal
atraion— waiting in ine. His nickname “Doctor Queue”
reflets decades staying queucing theory e matematico
tens and delays. His main discovery? The paycoony
of waiting Coque ump the wat cf In oi and
interviews, Larson detailed how impressions of equity,
transparency, und distraction influence our experience.
People would rather wat 10 mimes if they com see what's
going om than $ mite nthe dark. Is no mes tas.”
besa,
“Second Career: Redefining Education with Technology
Larson moved in the 19905 from qucus to classrooms. As
Director of MIT: Contr for Advanced Educational Service
(CABS), he was leader in educational technology (EATe<h),
hich he belived could take great teaching beyond the high
end universi, That entier led to MIT BLOSSOMS
(Blended Lesming Open Source Science or Math Stas), a
“The Best Pl Owner to Follow in 2025,
{e,imeractive web platform of vide lessons co-developed
caen across the glo Following his experione at a
Chinese village school, Larson covisionod lessons. more
activo than lectares—incomonting pauses to allow for
discussion to ngage teacher and students.
Now, BLOSSOMS is second hy students in dozens of
‘nations, particularly where STEM education is limited
Larson's legacy continues o inspire from the dos that
crit shouldbe igited, not just rot
ANC: Creating Global Bridges in Learning,
Not satisfied with erating content in isolation, Larson
sable the Learning Intemational Networks Consortium.
(LINC) in 2002. The global network brings together
‘educators, policymaker, and practioner in more than 25
couts wo exchange the ways that technology ean bridge
‘geographic and economic divides. LINC is mor than seres.
ofeonferenen ites movement dedicated to goal acoso
‘high-quality education, With Larson atthe helm, in 2009 MIT
‘collaboried with the Government of Panjab, Pakistan,
incorporating BLOSSOMS ino public scondary school at
par of a "Technology-in-Schoos" program, with tangible
real worl ff
AScholar and Storyteller
Larson wrote moro than 175 escarch articles and six books 00
‘ekaming, operations research, and publi policy. His werk
Js impact schoo! stes, smart energy rs, more
services, nd ome loctriiy management. Put mor than is
intellect, Larson's most lasting impact à de students ho
Buided- many of whom became accomplished leaders
‘omalve, Down-ocarth and plinspoken in his syle,
Larson preferred discussing bascball to boast
“academica, thus endearing himself in and out of the
om.
"The Personal Side: A Life Love, Pts, and Parpose
Despite profesional succes, Larson! ie has known deep
personal loss. He was marco Mary Elizabeth (Liz) Murray
for 43 years ul her pasing in 2022, desing their
‘mariage sisi Feundation. Both loved animal Raised