LA School Report (Preston Green is quoted about the need for tighter regulation of charter schools)
UConn’s Jamelle Elliott: Where She is Now

Editor’s Note: The following piece was originally published in UConn Today. Jamelle Elliot is a 1997 graduate of the Neag School’s sport management program; additional insights into her experience at the Neag School have been incorporated.
There are times, says Jamelle Elliott ’96 (BUS), ’97 MA, when she sticks her head in to watch the UConn basketball players practice for a few minutes, because she misses the sweet echo of a bouncing basketball.
Elliott spent four years on the women’s team, and during her junior year, the undefeated women Huskies won the 1995 NCAA National Championship over the Tennessee Lady Vols, sparking a 10-year rivalry. Elliott was just the second player to record more than 1,000 points and 1,000 rebounds in her 135-game career as a Husky. What’s more, the alumna of the School of Business and Neag School never missed a game, or a practice, in four years.
Former teammate Kara Wolters once described Elliott as a great role model, “[because] she’s so intense on the court, and a teddy bear off the court.’’
After completing her playing career, Elliott served as a UConn Women’s Basketball assistant coach (1997-2009), and then as the head coach at the University of Cincinnati (2009-2018).
She returned “home’’ to UConn in July 2018 as associate athletic director for the UConn National “C’’ Club, which connects the University’s 7,000 former student-athletes with current students seeking networking, mentorship, and job opportunities.
In addition to that role, Elliott has taken on administrative duties for lacrosse, softball, and some sports clinics, and is involved in diversity and inclusion initiatives at UConn.
Q: Coach Auriemma once said, ‘I’ve coached a lot of bright players, but Jamelle is the smartest and the toughest.’ Why the toughest?
I think that came from my upbringing in the inner city of Washington, D.C. I grew up in an environment surrounded by drug dealers, women who ended up pregnant – or killed – at a young age. My parents instilled in me that I had options. Luckily for me, basketball was the outlet. As a player I was undersized. I won’t say my height, but I’m less than 6 foot. I made up for it with strength, and the determination to stay one step ahead. I knew I had to earn my time on the floor. My competitive spirit gave me a niche in the program.
I believed in Coach Auriemma and his vision for the women’s basketball program. Through UConn I was able to travel, win a championship, make lifelong friends, and become the first college grad in my family. Never in my wildest dreams did I think this would happen. I’ve lived a life other people dream about.
Q: You earned two degrees from UConn, a bachelor’s degree in business administration in 1996 and a master’s degree in sports management in 1997. What did you take from your business training into your coaching career?
As a graduate of the business school, I think I’ve always approached work as if I were a CEO. If I was coaching the post players, I was the CEO of post players. I had to get results. Then when I went to Cincinnati, I had seven or eight staff members and 13 or 14 players, and, again, I had the mindset I took from the business school. How did I want to run the operation? I’d find people I could trust and who wanted to be the best they could, and I’d surround myself with them.
“Be who you are, have values, and stick to them. Life gives you ups and downs and you get through them.”
— Jamelle Elliott ’96 (BUS), ’97 MA
Q: What did you find most valuable about obtaining your graduate degree in sport management? How did that program help prepare you for your career path?
What was valuable to me was learning all aspects of what it takes to run and operate a professional and college organization, including facilities, marketing, fundraising, and business management. It prepared me because of the in-class and networking opportunities it afforded me while I was a student in the program.
Q: What advice would you give to aspiring sport management professionals?
[My] advice would be to take advantage of every event and networking opportunity that the students are aware of. Make sure there is follow up and consistent communication with the people that you meet that you would like to become mentors or be a part of your professional network.
Q: Which is the better job – basketball player or basketball coach?
I think you have more of an impact on the outcome of the game as a player. No matter your position, you’re determining the success of the game. When you’re a coach, your impact is more on preparation. Once the game starts, you’re supportive and you’re assisting, but at that point, it’s in the players’ hands.
Q: Tell me about your current role and what you enjoy about it.
My job is associate athletic director of the National C Club for alumni student-athletes. We’re like a LinkedIn for athletes, serving our alumni and our student-athletes with resources. Our student-athletes are looking for advice, mentoring, internships, and jobs, and our goal is to make them as prepared as they can be for their life after sports.
I’m gaining experience as an administrator. It’s very rewarding. It makes me happy to impact students in the way that others impacted me. As a former athlete, who wouldn’t want to help a current athlete? So far, the people I’ve met have been very willing to do so.
Q: At 45, what do you know now that you wish you knew at 20?
At 45, I would tell my younger self to just be my authentic self. Be who you are, have values, and stick to them. Life gives you ups and downs and you get through them. At 45, I have what I call my ‘board of directors,’ who I can talk to about any situation. They are people who will give me advice and direction. I am happy now to be able to offer some of that guidance to the next generation.
Q: What was the best lesson you learned from your UConn basketball coaches?
From Chris Dailey I learned how to present myself. She taught us that how you spoke, how you dressed, whether you made eye contact, your body language … all of that was important. At 18, I started to understand the importance of making a good first impression.
From Coach Auriemma, I learned that what you think is your best is not good enough. There’s always something you can do better, whether in a drill, in a game, or in life. You can practice harder, do it better, and accomplish more than you originally thought you could.
Q: What was it like to coach Cincinnati when your team played UConn?
The first time I returned to Gampel, as the head coach at Cinncinati, I shed a few tears when I walked in. But soon reality set in, and I realized that Geno was going to try to beat my team by 100 points, like he does with everyone else. I thought, ‘Oh, he’s not going to go easy on me!’
So you try to find small victories in the game. Once, he had benched all his starters and we played so well against the bench that he had to bring the starters back out. I never won the ultimate victory against him, but I did get under his skin a few times!
Professional Development Workshop for High School Science Teachers

Editor’s Note: The following piece was originally published by the UConn Extension at the College of Agriculture, Health, and Natural Resources, in its Highlights of Extension report. Insights from Neag School faculty David Moss and Todd Campbell have been incorporated. Access the original PDF of this piece via Google Drive.
UConn Extension is leading a project that provides high school science teachers from across the state with a head start on a new way of teaching. Over the past two summers, 48 teachers from 38 school districts attended the three-day Teacher Professional Learning (TPL) workshop, Land and Water.
The training, funded by a U.S. Department of Agriculture/National Institute on Food and Agriculture (USDA/NIFA) grant, was developed and is taught by Extension faculty from the Center for Land Use Education and Research (CLEAR) and partners from the Department of Natural Resources and the Environment; the Center for Environmental Sciences and Engineering; and the Neag School of Education. This formidable partnership conducts three interrelated STEM projects collectively known as the Natural Resources Conservation Academy (NRCA) (see sidebar).
“This real-world collaborative project aims to ensure secondary science educators are well positioned to meet the rigorous instructional demands of today’s classrooms.”
— David Moss, Associate Professor and Co-Principal Investigator
Connecticut is one of 19 states to date that have adopted the Next Generation Science Standards (NGSS), an ambitious new way of teaching science that was developed by a consortium of states and nonprofit science organizations, including the National Science Teachers Association, the American Association for the Advancement of Science, and the National Research Council. Connecticut school districts are still in the very early stages of adopting NGSS methodologies, and many teachers are eager for educational units and techniques that fit NGSS standards.
STEM Education for Teens, Adults, and TeachersThe Natural Resources Conservation Academy (NRCA) is a group of three linked projects that focus on connecting STEM education for high school students with natural resource conservation at the local level.
With more than 130 land trusts in the state and each of its 169 municipalities having a Conservation Commission, Connecticut has a long history of local conservation. NRCA provides an assist to these efforts, while educating students and teachers about the science and issues surrounding natural resource protection.
The TPL is joined by the foundational NRCA project, the Conservation Ambassador Program (CAP), and the Conservation Training Partnership (CTP). CAP brings high school students from around the state to campus for a weeklong intensive field experience at the UConn main campus, from which they return home to partner with a community organization on a conservation project of their own design. CTP moves around the state for two-day training of adult-student teams that teaches them about smart phone mapping applications and their use in conservation. The teams then return and implement a conservation project. Together, the three programs have educated 308 participants and resulted in 187 local conservation projects in 105 towns, involving 119 community partner organizations. — Chet Arnold |
The main focus of the UConn workshop is the relationship of land use to water resource health, and the use of online mapping and other geospatial tools to help explore these relationships — particular strengths of the CLEAR team. The UConn campus and surrounding area provide an ideal outdoor laboratory to explore these concepts. Attendees sample three streams within about a mile of campus, all with very different characteristics based on the predominant land use of their respective watersheds — agriculture, urban, and forest. They then come back to the classroom, study their results, and compare notes to get a sense of the importance of land use in determining the health of a water body. Also used in the instruction is the campus itself, which has become a showcase of low-impact development (LID) practices designed to reduce the impact of stormwater runoff on local streams. After learning about LID and touring the green roofs, rain gardens, and pervious pavements across campus, the participants visit a nearby campus building and devise their own plan for LID installation. The workshop also introduces them to online mapping and watershed analysis tools that enable them to focus in on their own town, watershed, or even high school campus, thus using their community waterways as a teaching tool.
“The challenge of preparing teachers for the Next Generation Science Standards is significant, and this real-world collaborative project aims to ensure secondary science educators are well positioned to meet the rigorous instructional demands of today’s classrooms,” says David Moss, associate professor in the Neag School and co-principal investigator on the project. “Partnering with key stakeholders across the University, the Neag School is pleased to offer our expertise in science curriculum, assessment, and instruction.”
“The exciting thing about collaborating with colleagues from CLEAR, the Department of Natural Resources and the Environment, and the Center for Environmental Sciences and Engineering to lead this project lies in the collective expertise that is leveraged from across campus to support teachers and students in concurrently learning about and participating in the use of sustaining environmental practices in ways that can meet local community pursuits,” adds Todd Campbell, professor in the Neag School and also a co-principal investigator.

Teachers leave the training with a wide variety of resources to help them in the classroom, not the least of which is their personal experience working through these topics with the Extension instructional team. In addition, the Neag School members of the team have developed a 25-unit lesson plan that follows the educational progression of the workshop; teachers are encouraged to adapt all or part of the lesson plan for their use.
Of the latest (Summer 2018) class of 25 teachers, 100% said that the training was relevant to their classroom instruction, that the training was time well-invested, and that they would recommend the training to other teachers. Research is ongoing on how many teachers implemented all or part of the curriculum, and how it played out with their students. Although the project plan was for two workshops, they have been so well received that the team is holding a third TPL training in this summer and is looking for resources that would enable them to continue this program for the foreseeable future.
Response: ‘Nix the Tricks’ in Math Instruction
Education Week Teacher (Rachael Gabriel writes an original post in response to question about mistakes in math instruction)
Chief Turnaround Officer Named Interim Commissioner for Connecticut Dept. of Education
Hartford Courant (Neag School alumnus, Desi Nesmith, has been named the interim commissioner for the Connecticut Dept. of Education)
Why Detention Sucks … And Manual Labor is Better
OZY.com (Sandra Chafouleas comments on the practice of moving away from punishment in favor of positive behavior support)
Geoff Johnson: Should ‘Gifted’ Kids Get Special Treatment in Schools?
Times Colonist (Joseph Renzulli is referenced about the concept of gifted education)
Obituaries: Mary Mazurek Heslin
Hartford Courant (Mary Mazurek Heslin, who was recognized as a Neag School Distinguished Alumni, passed away)
Teacher of the Year Named in Southington
Patch.com (Neag School alumna, Heather Allenback, has been selected as Southington Public Schools’ Teacher of the Year)
How Some Schools Restrain or Seclude Students: A Look at a Controversial Practice
NPR (George Sugai, faculty emeritus with the Neag School, comments on the use of restraint and seclusion in schools)