Description: This article explores how the SOA has advanced the knowledge of actuarial science through international partnerships and key communication. Article from The Actuary, Volume 24, Issue 11

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

Description: discussion of the naming of Patrick l. Brokett, Ph.D., director of the Risk Management and Insurance Program at the University of Texas at Austin as the third holder of the Thomas P. Bowles Jr. Chair of Actuarial Science.

Description: This article gives a brief update on the recent activities of the E&R Section Council.

Description: Susan Dentzer, editor-in-chief of Health Affairs, discusses health care and health policy.

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.