Description: Actuarial science is at a cross roads. Many are urging that our highly successful examination process be partially abandoned in favour of accepting university courses in a number of basic subjects. This drive is based in part on the difficulties in supporting the present system, the experience elsewhere and a misplaced confidence in the quality of the university system. This paper explores where the university system is and where it needs to go in order to adequately serve the interests of the actuarial community.

Description: These are the meeting minutes from the Eastern Spring Meeting held in Philadelphia, PA on April 10-11, 1958.

Description: The August/September 2013 edition of The Actuary magazine—the Society of Actuaries’ flagship publication.

Description: Discussion of the Clearinghouse Scholarship Program, which matches low income candidates in developing countries where SOA exams are administered with potential corporate or individual sponsors.

Description: Overview and history of the Centers of Academic Excellence (CAE) program, created with the goal to enhance actuarial knowledge and expand the profession’s influence in academia.

Description: The October/November 2015 edition of The Actuary magazine—the Society of Actuaries’ flagship publication.

Description: Book review of The Mathematical Sciences, A Collection of 22 Essays, by the National Research Council's Committee on Support of Research in the Mathematical Sciences.

Description: This article describes the program at the new College of Insurance in New York.

Description: The Actuarial and Educational Research Fund, AERF, is seeking: research project ideas, researchers, and funds to support the research.

Description: Most discussions of actuarial education focus on 'what actuaries need to know'– the knowledge content. This is akin to discussing say mortality by considering just one relevant factor [perhaps age]. Reflecting on more than a quarter of a century teaching thousands of actuarial students in eight countries across many cultures suggests that a curriculum is much more than a list of syllabus topics and that a realistic model of student learning needs to acknowledge many more factors than just the knowledge content and the 'ability' of the student. This paper summarises what the author has learned about learning. From that basis it identifies some challenges for actuarial educators, especially in the areas of the development of students’ skills, the assessment of students’ learning and the 'shape' of actuarial education. The relationship between universities and actuarial bodies is also discussed.