In academics, where the pursuit of knowledge and innovation intersects with the nurturing of future leaders, a unique blend of dedication and vision shapes the educational experience. Institutions dedicated to this mission continuously evolve, striving to foster intellectual curiosity, practical skills and a deep understanding of complex concepts. This environment demands individuals who excel in their fields and inspire and mentor the next generation of scholars.
Richard Larson, a Professor at MIT, stands out in the academic community for his unique approach to education and mentorship. His career, characterized by a solid commitment to teaching and research, has significantly influenced the academic landscape. His passion for learning, coupled with a practical approach to education, has made a lasting impression on his students and the broader academic model. His dedication to integrating practical insights with scholarly rigor has earned him recognition as a leading figure in his field.
The Massachusetts Institute of Technology (MIT) is renowned for its pioneering research and innovation and has benefited greatly from its work, particularly in advancing new academic trends and developing open-source educational resources. His role in creating and supporting initiatives like MIT BLOSSOMS highlights the institution’s commitment to accessible and interactive learning, demonstrating its leadership in academic excellence and outreach.
Let’s discover how this visionary educator is shaping the future of academia and inspiring the next generation of scholars:
Journey Through MIT’s Academic Environment
Richard started MIT as a newcomer decades ago. He had no idea that he would become an “MIT lifer”! Richard was invited to become an assistant professor upon the completion of his PhD thesis, which focused on math (Operations Research) models of urban police departments. His faculty advisor suggested he be an assistant professor for a couple of years, and then he wanted to. As it turned out, Richard never left MIT, pursuing and enjoying MIT faculty positions in five different academic departments. “Teaching and working with students have been the most rewarding activities for me,” Richard shares.
Nurturing a Joy of Learning
Richard shares, “For teaching and mentoring the students, I always approach a new topic with an enthusiastic open mind, trying to learn and understand from various perspectives. He believes imparting the joy of learning to students can be one’s most significant lasting effect on them and their careers. “Minimizing focus on content memorization and maximizing attention to learning how to learn is highly effective for the students,” Richard quoted.
Dual Role of Research Advisors and Scholarly Authors
Richard finds out two significant ways to influence the next generations of scholars. First, being a graduate research advisor, and second, writing research papers. Richard believes serving students as their graduate research advisor will help them to build that next generation, via face-to-face continual support and collaboration. Another way is authoring and co-authoring scholarly research papers, which will extend their knowledge and influence the trajectory of the profession.
Pragmatic Approach towards Education
Richard shares, “I tend to ignore academic trends and simply focus on what is here, before me, including students and scholarship.” On occasion, Richard has established new academic trends such as “MIT BLOSSOMS,” a first-of-its-kind Open-Source accessible repository of online interactive learning modules for high school STEM (Science, Technology, Engineering, and Math) classes. All BLOSSOMS lessons Richard created are now freely available worldwide via YouTube.
Empowering Students and Embracing Legacy
Richard also serves on the Board of Notre Dame Cristo Rey High School. He loves this High School, its dedicated staff and its outstanding students, all having an overarching purpose that inspires. He shares, “The Notre Dame Cristo Rey High School is amazing, as it serves students from socio-economically challenged environments within a work-study program.” “It covers the great majority of their tuition, and the graduating students have a 100% acceptance rate at 4-year colleges,” he added.
Talking about the legacy, Richard stated, “I have not overthought about that, as the future is beyond our control. But if I have played some small positive role volunteering some of my time with the high school, I am happy.” With such a great initiative and highly effective results, Richard didn’t find any reason to dislike it.
Seamlessly Blending Academic Passion with Personal Fulfillment
Richard has never viewed his academic career in conflict with his personal life and commitments. It’s all intertwined into a beautiful lifestyle and workstyle combination. Richard shares that many of his best friends are faculty members at MIT and elsewhere; some of them are his former students.
Fostering Lifelong Connections Through Mentorship and Teaching
Richard has supervised and co-supervised over 30 PhD students. He looks at their beautiful careers in academia and industry as related in some, perhaps small way, to his teaching and mentorship. He shares, “Many stay in touch with me, and their continual communication reinforces the tie that we continue to have.”
Embrace Authenticity and Intellectual Passion
Richard’s advice to young scholars who aspire to build a successful career in academia is “Be true to yourself.” “Pursue topics that arouse your intellectual passions,” he added. Richard believes, “As an aspiring young scholar, you must answer to yourself first, then others.” “To build a successful career, seek an academic home that shares your views on intellectual curiosity and exploration, unencumbered by any imposed dogma,” Richard quoted. Following these ideas with hard work will lead scholars to build successful careers.
New Role and New Vision for MODEL-Based Thinking
Currently, Richard is retired from in-class teaching and student supervision. However, he remains active in many ways, so he negotiated with MIT deans a new title for senior faculty members who seek to transition from usual responsibilities but remain active and productive. But they are not yet ready to be “put out to pasture” as “Emeritus Professor.” The new intermediate faculty title that Richard negotiated is “Professor, Post-Tenure.”
He resigned his tenure-track slot, opening it for a younger up-and-coming faculty member. Now others, at MIT and elsewhere, are adopting the new intermediate title, “Professor, Post-Tenure.”
Richard is now passionate about introducing his “way of thinking,” MODEL-Based thinking, to a broad national and international audience. His recent book is MODEL THINKING For Everyday Life.
