Description: Increasing technology is available to create and disseminate educational resources worldwide. In response, this article advocates creation of open educational resources (OERs) that will benefit the actuarial profession with both recruitment and retention of members. Specifically, we describe OER contributions made at the University of Wisconsin-Madison and more recently through the ASTIN Academy, a working group of ASTIN, the non-life section of the International Actuarial Association. We advocate pushing boundaries and creating new ways of teaching effectively for the future. The innovative use of technology and open-source materials is a way to foster diversity, equity, and inclusion in the actuarial profession.

Description: Actuary Dave Dillon describes his role volunteering his time as a teacher in higher education, including the rewards and challenges that teaching offers. He discusses the importance of being attentive to his audience’s pre-existing knowledge and adapting his presentations accordingly. His work as a teacher typically encompasses three distinct domains: 1) acquainting young students with the actuarial profession, 2) educating non-actuaries about public policy issues related to health insurance (including the Affordable Care Act), and 3) instructing current actuaries on advanced methodologies and principles within the field. Recently he taught a health insurance course for actuarial science graduate students at Georgia State University and lectured at Boise State University’s master's program in Population & Health Systems Management. In every teaching and mentoring opportunity, actuaries can contribute to the expansion and prosperity of the profession and are encouraged to pursue these endeavors.

Description: Actuarial science curricula at universities tend to focus on preparing students for academic and professional exams. In this article, I will share the value of student professional development and how it complements the technical skills taught in the classroom, using Temple University as an illustrative case study.

Description: Read the November 2020 issue of Expanding Horizons published by the Education & Research Section. Newsletters provide practical information for the working actuary, articles on trends that impact sections and news about section activities.

Description: A description of a new award for outstanding educators in actuarial science.

Description: A brief review of a successful conference for young researchers in actuarial science and risk management.

Description: Article describes accomplishments as Chair during the year. Four accomplishments are mentioned: i) Actuarial Research Conference ii) Early Career Award, iii) Establishment of Outstanding Educator Award, iv) Push to create surveys from the section containing a reservoir of ideas that can be used for webinars, podcasts, etc.

Description: Learning excellence is of value to both candidates and credentialed actuaries learning new areas. Learning mastery and excellence requires 1) use of executive function (EF), multiple brain areas, for example, verbal, formal (algebraic), computational, and geometric (rule of four), and 2) goal-setting, skillful breaking down of complex tasks into subtasks each of which are simultaneously 2a) clear and specific, 2b) achievable in a short time and 2c) challenging. 10 examples are presented illustrating use of the "rule of four" to achieve elegant solutions to otherwise complex problems as well as goal setting using fellowship-exam approaches, approaches to multi-component problems, and skillful use of databases as visual organizers. The material reflects a new approach to learning complexity that is easier to use than the pedagogic hierarchies and unifies them.

Description: Over the last two years, we experimented with online peer assessment platforms in undergraduate courses and saw them deliver major learning advantages and be highly popular with students. We explain why peer assessment shows great promise for actuarial science education and the main factors to consider when designing peer assessment activities. We also detail our use of online platforms in two undergraduate courses. By sharing our experience, we hope to provide you, our fellow educators, with a solid starting point for experimenting with this format.