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Faculty in Action: Frank Ecker
Upper School Math Teacher
Upper School math teacher Frank Ecker came to Bryn Mawr in 2015 after teaching at Glen Burnie High School for seven years. Before becoming a teacher, he held a variety of fascinating jobs including processing semiconductors in the Micro-Photolithography Department at Sandia Labs in New Mexico and working as a location scout for movies. Now, he teaches geometry, calculus and statistics, serves as the assistant golf coach and is a mentor for one of Bryn Mawr’s three FTC Robotics teams. When he’s not in the classroom or on the golf course, Ecker can be found helping out with the wood shop in the Innovation Lab or jamming with the faculty band, Edith Jamilton, where he says he’s, “really just there to keep time for the real stars Mr. Letras and Mr. Curtis.”
When you came to Bryn Mawr, what surprised you?
I think the biggest surprise was the level of community. Everyone I encounter from administrators, to faculty and staff, to parents and students, seem interested in doing their part to create a positive experience for the community. The people here are more united toward a common goal than anywhere I have ever worked.
I think the biggest surprise was the level of community. Everyone I encounter from administrators, to faculty and staff, to parents and students, seem interested in doing their part to create a positive experience for the community. The people here are more united toward a common goal than anywhere I have ever worked.
What do you like most about teaching in the Upper School?
The students here are fantastic! They are students in the true sense of the word -- so many are not content to simply take my word for it as a math teacher (not that I would ever ask them to), but want to know WHY. The questions, in turn, lead to discussion, which raises the level of energy in the room and creates great momentum for making forward progress.
The students here are fantastic! They are students in the true sense of the word -- so many are not content to simply take my word for it as a math teacher (not that I would ever ask them to), but want to know WHY. The questions, in turn, lead to discussion, which raises the level of energy in the room and creates great momentum for making forward progress.
Why math?
Whew! There is more to that question than we probably have room for here, but it has been my experience that many people have strong negative feelings attached to math, which might not actually be math's fault. Instead, the way in which they were asked to approach it during their school days maybe did not match their personalities and either nobody noticed or nobody cared enough to think of something different for them. I attempt to provide a different experience so that later in life when our students find out someone is a math teacher, their immediate response is not, "Ugh, I HATE math!
Whew! There is more to that question than we probably have room for here, but it has been my experience that many people have strong negative feelings attached to math, which might not actually be math's fault. Instead, the way in which they were asked to approach it during their school days maybe did not match their personalities and either nobody noticed or nobody cared enough to think of something different for them. I attempt to provide a different experience so that later in life when our students find out someone is a math teacher, their immediate response is not, "Ugh, I HATE math!
What is your teaching philosophy?
Transparency! I attempt to be as open as possible about what I'm doing and why I'm doing it. I feel that if I cannot provide a valid reason or some kind of evidence (anecdotal or otherwise) for what I'm doing, then I probably shouldn't be doing it. This goes for grading as well as decisions made on a daily basis in the classroom, many of which end up being data driven. I feel students should have access to that decision making process so they can make themselves a part of it if they so choose.
Transparency! I attempt to be as open as possible about what I'm doing and why I'm doing it. I feel that if I cannot provide a valid reason or some kind of evidence (anecdotal or otherwise) for what I'm doing, then I probably shouldn't be doing it. This goes for grading as well as decisions made on a daily basis in the classroom, many of which end up being data driven. I feel students should have access to that decision making process so they can make themselves a part of it if they so choose.
My students have taught me never to assume anything about anyone. You can't predict what a person is capable of or what skills they might have hidden away based on their appearance or their apparent interests/background. There is always more to the story than is on the surface and the only way to find out about that is to talk to them as opposed to at them.
The STEM fields are known for having a gender gap compared to other fields. How does Bryn Mawr encourage girls with an interest in these fields to stay interested, and what role do you play in that?
That is unfortunate and there is some evidence that it may be getting worse, which means Bryn Mawr's encouragement is even more important than ever. Our STEM director and the alumnae office are always working to provide meaningful internship opportunities and really everyone has their eye out for anything that might provide motivation for our students to stay with STEM, if that's their focus. We also participate in math competitions for the competitive sorts, have project-based computer science classes, a STEM-based entrepreneurship class, logic puzzle clubs and of course our three incredible (shameless self-promotion) FTC Robotics teams where there is something to do for just about anyone! My role is two-fold, one as a Robotics coach where I would encourage anyone to join if they're up for a tremendous challenge, and the other as a math teacher where I try to provide as much support as possible. I attempt this through being available and approachable if students are struggling or if they have interests beyond the scope of the class they want to pursue individually.
That is unfortunate and there is some evidence that it may be getting worse, which means Bryn Mawr's encouragement is even more important than ever. Our STEM director and the alumnae office are always working to provide meaningful internship opportunities and really everyone has their eye out for anything that might provide motivation for our students to stay with STEM, if that's their focus. We also participate in math competitions for the competitive sorts, have project-based computer science classes, a STEM-based entrepreneurship class, logic puzzle clubs and of course our three incredible (shameless self-promotion) FTC Robotics teams where there is something to do for just about anyone! My role is two-fold, one as a Robotics coach where I would encourage anyone to join if they're up for a tremendous challenge, and the other as a math teacher where I try to provide as much support as possible. I attempt this through being available and approachable if students are struggling or if they have interests beyond the scope of the class they want to pursue individually.
What is one thing you want every girl who walks out of your classroom to know before entering the world?
I would hope they realize that people tend to be good at what they do the most and that it takes time to build skills. The temptation when learning something new is to assess yourself and possibly even compare yourself to others. If you are not good at something right away, it may cause emotional discomfort, which might cause you to avoid it, therefore causing you not to progress because you're not doing what you're avoiding! I would like them to know that the personal rewards to be gained from fighting through the discomfort are worth it.
What’s something that your students have taught you?
I would hope they realize that people tend to be good at what they do the most and that it takes time to build skills. The temptation when learning something new is to assess yourself and possibly even compare yourself to others. If you are not good at something right away, it may cause emotional discomfort, which might cause you to avoid it, therefore causing you not to progress because you're not doing what you're avoiding! I would like them to know that the personal rewards to be gained from fighting through the discomfort are worth it.
What’s something that your students have taught you?
My students have taught me never to assume anything about anyone. You can't predict what a person is capable of or what skills they might have hidden away based on their appearance or their apparent interests/background. There is always more to the story than is on the surface and the only way to find out about that is to talk to them as opposed to at them.
You’re having a dinner party, you can invite three people living or dead, who would you invite and why?
Definitely Euclid, Isaac Newton and William Gosset. It would be amazing to hear about the three subjects I'm responsible for passing along to the next generation from some of the original contributors to the subject matter. I would hope they would bring Barack Obama, Dave Grohl and Chevy Chase as their +1's though because I've always wanted to meet those people too.
Definitely Euclid, Isaac Newton and William Gosset. It would be amazing to hear about the three subjects I'm responsible for passing along to the next generation from some of the original contributors to the subject matter. I would hope they would bring Barack Obama, Dave Grohl and Chevy Chase as their +1's though because I've always wanted to meet those people too.
Located in Baltimore, Maryland, The Bryn Mawr School is a private all-girls pre-kindergarten, elementary, middle and high school with a coed preschool for ages 2 months through 5 years. Bryn Mawr provides students with exceptional educational opportunities on a beautiful 26-acre campus within the city limits. Inquisitive girls, excellent teaching, strong student-teacher relationships and a clear mission sustain our vibrant school community where girls always come first.