This curriculum vitae summarizes Erik Terdal's educational and professional background. It details his current position as an Associate Professor of Biology at Northeastern State University, as well as previous teaching and research roles. It provides an overview of Terdal's areas of research focus, publications, presentations, education history and areas of teaching experience.

1. Curriculum Vitae
Erik Terdal, Ph.D.
2925 East 93rd Place, Apartment 2003
Tulsa, Oklahoma 74137 USA
Text or voice 918 406 1763
drterdal@gmail.com
https://www.facebook.com/TerdalWildlife
https://www.youtube.com/user/drterdal/videos
https://www.nsuok.edu/directory/profile/terdal.aspx
Current Title​:
Associate Professor of Biology (with tenure), Department of Natural Sciences,
Northeastern State University.
Previous positions​:
Chair (interim), Dept. Natural Sciences, 2008-2009, Northeastern State University
Program Chair, Environmental Sciences, 2006 - 2010, Northeastern State University
Section Chair, Applied Ecology, 2010-2012, Oklahoma Academy of Sciences
Section Chair, Science Education, 2003-2004, Oklahoma Academy of Sciences
Section Chair, Fish & Wildlife, 1999-2000, Oklahoma Academy of Sciences
Studbook Keeper, North American Mandrill (baboon), 1999-2002, American Zoo &
Aquarium Association
Assistant Professor of Biology 1997-2002, Northeastern State University
Research Associate 1994-1997, The Oregon Zoo
Teaching Assistant 1991-1994, Portland State University
Research Assistant 1988-1991, Oregon Health & Sciences University
Education​:
Postdoctoral researcher, 1996 - 1997, The Oregon Zoo & Pandrillus (a Nigerian wildlife
conservation NGO)
Ph.D., Environmental Sciences & Resources: Biology, 1991 - 1996, Portland State
University.
Dissertation title: 'Captive environmental influences on behavior in zoo drills and
mandrills (​Mandrillus​ ), a threatened genus of primate'
Weblink: ​http://pdxscholar.library.pdx.edu/open_access_etds/3014/
B.A., Biology, 1984 - 1988, Reed College.
Thesis title: Tadpole predation : a study of sources of variation in the survival of
embryos and larvae of ​Bombina orientalis​ , the Asian fire-bellied toad
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2. Curriculum Vitae
Erik Terdal, Ph.D.
Informal Education​:
I have an unrestricted driver's license with a motorcycle endorsement. As a teen I was
the pilot of my father's diesel commercial fishing vessel and navigated out of sight of
land in the North Pacific Ocean. I was an “early adopter” of GPS for this reason. I have
the advanced open water SCUBA certification (PADI). I have completed the first level of
the “Quality Matters” training for online teaching and learning.
Courses Taught​:
As a graduate student at Portland State University, I taught evening laboratory sections
of cadaver-based Human Anatomy and Physiology. I also taught lab. sections for both
majors and non-majors General Biology. In the Mammalogy laboratory, I taught
preparation of study skins and skulls along with soft-tissue anatomy. In ornithology, I
was assigned to lead field trips as I am a pretty good birder.
My post-doctoral work in Nigeria was research-focused, but I did have the opportunity to
train some undergraduates from the University of Calabar on experimental design and
quantitative data collection.
At Northeastern State University, I have taught a broad range of courses for the Fish &
Wildlife and Organismic Biology programs. For the Fish & Wildlife Program, I have
taught Ecological Methods and Principles of Fish & Wildlife Management. The
Ecological Methods course included lectures on experimental design and data analysis.
It also involved camping for extended field work as service-learning projects for
stakeholders such as the Oklahoma Department of Wildlife Conservation, the State
Parks department and the Nature Conservancy. I assisted students in making
connections with stakeholders, and many were hired right after (or sometimes before)
graduation. Principles of Fish & Wildlife Management went deeper into history,
philosophy and theory. We studied Aldo Leopold’s ​Sand County Almanac​ , for example.
For service - learning, my students worked hunter check stations the opening weekend
of deer gun season. I trained them to remove dentary bones without damaging the head
mount and to age the deer by tooth eruption and wear patterns. My students also
assisted veterinary students in removal of a small sample of brain tissue as part of a
study attempting to find chronic wasting disease in our region (we did not find any
evidence of it). These service - learning projects helped the community, and also
brought learning out of the “ivory tower” and helped students build the social skills they
would need in their careers. It is not easy to convince a young, rural deer hunter to allow
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3. Curriculum Vitae
Erik Terdal, Ph.D.
a college student to take tissue samples from their first big buck. My students could do it
because I trained them.
I developed the Organismic Biology program for Northeastern State University's branch
campus in the Tulsa metropolitan area. I was the first full-time tenure track faculty in the
sciences. We had a few adjunct faculty in place. I was directly involved in building a
team of educators as well as getting main campus support for additional full-time faculty
and resources. I pushed to raise teaching standards to University - level. This was not
easy. I am proud to say that we now graduate more Organismic Biology students from
the branch campus than from the historic main campus.
The courses I developed for the branch campus were: Ecology (lecture and lab.),
Mammalogy (lecture and lab.), Principles of Evolutionary Biology (lecture) [historically
the first evolution course offered at Northeastern State University], Evolution of
Vertebrate Animals (lecture), and Senior Seminar (discussion). I also had students
doing undergraduate research projects with me, and supervised my first graduate
student research project. It involved elephants at the Tulsa Zoo.
I also developed the first travel - study courses offered in the sciences at Northeastern
State University. I began BIOL 4504 “Tropical Ecology” in 1999, and added BIOL 4503
“Coral Reef Ecology” the following year. Both involve study of theory in the topic before
the trips, data collection and journaling during the trips, and reflection and data analysis
after the trip. I have used both Belize and Costa Rica for Tropical Ecology. Belize is
where I do my own research so I know it better, while Costa Rica has more diversity
and better infrastructure. I use Belize exclusively for the Coral Reef Ecology course as it
has the barrier reef and atolls. Students can snorkel or SCUBA dive (with prior
certification). These courses have been very popular. They involve much more work for
me as I need to prepare students who may have never travelled overseas for cultural
differences.
The branch campus where I teach in the Tulsa metropolitan area primarily serves
“non-traditional” students. We do not have dormitories, for example. More than half of
my students are female. Many are ethnic or racial minorities. The age range is large. I
have a few young adults, but I also have students in their 60s taking classes for interest.
About half of my students are parents. Almost all work, not just at “jobs” but often in
careers they need to hold on to for income and health insurance for themselves and
family members.
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4. Curriculum Vitae
Erik Terdal, Ph.D.
I was the first science faculty to develop online and blended/hybrid versions of my
classes. I realized that these options would help some of my students succeed. Early
on, I signed up for every training workshop on online teaching and learning my
University offered. I developed online or blended/hybrid versions of Animal Biology,
Coral Reef Ecology, Ecology, Mammalogy, Principles of Evolutionary Biology, Senior
Seminar and Tropical Ecology. It has not been easy. I need to devote more hours per
week for online or blended/hybrid courses than I do for a face - to -face course. But,
they have permitted some students with complicated lives to graduate on time.
Research​:
I am focused on applied ecology. I am keenly interested in wildlife and how they live in
landscapes that humans also use. While I may enjoy reflective time in “pristine”
wilderness, I know that is not where most animals live. The animals I study live in areas
utilized for agriculture, logging and recreation. From a theoretical perspective, I am most
interested in “mesocarnivores” such as coyote, felines, fox, racoons, and the rest of the
guild. In recent years I have been studying mesocarnivores in a mountainous area of
Belize that still has jaguar and puma, the apex carnivores.
I have a strong preference for research that involves students. So, I only develop
projects that my students can assist with. Generally, I take graduate students to help
with field research in Belize, although I have taken a couple exceptional undergraduates
who are both employees at the Tulsa Zoo. On campus, I have undergraduates assist in
data interpretation and analysis. Undergraduates also assist in a long-term study of
deer ecology at a local state park, and with small - mammal dynamics on campus.
For methods, I have a strong preference for non-invasive research techniques. With
small mammals, we use live traps. We release the mice and rats unharmed, without
touching them. For larger mammals, I use “camera traps,” motion-activated, infrared
LED flash “deer cams” bought from local stores. I comply with guidelines of the campus
IACUC and local officials in all my studies, and emphasize to my students the
importance of this, both ethically and legally.
Service​:
I have been of service to my University, and my community. My primary service to both
has been in building the Biology program at the Tulsa-area branch campus of
Northeastern State University. On campus, this meant working with adjunct faculty to
raise standards to University level. It also involved extensive advising sessions with
students unsure whether they could succeed at University given their complicated lives.
Off campus, I met repeatedly with stakeholders: local high school teachers and
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5. Curriculum Vitae
Erik Terdal, Ph.D.
advisors, Community College faculty, employers who might take our students as
interns, graduate and professional school admissions staff and faculty. This has taken
time, and often been frustrating, but it has paid off for our program and alumni.
University committee work is necessary and important. I have served on the the Animal
Welfare committee, Black Heritage committee, the Grievance committee, Sustainability
Committee, faculty and staff hiring committees, promotion and tenure review
committees. I also serve as a trained “LGBT Safe Space” liaison providing assistance to
students. I have worked with HIV positive students, and one with AIDS.
In administrative work, I have served as Program Chair for Environmental Science and
as Interim Chair of the Department of Natural Science (Biology, Chemistry, Physics,
Science Education). Both positions involved close work with program chairs, other
Department Chairs, the Dean and Provost.
As service in professional organizations, I have been heavily involved with the
Oklahoma Academy of Sciences. I have planned and directed two field meetings which
involve hundreds of people camping at a state park I selected. I also need to arrange
catering of food, speakers and field trip leaders. This is a lot of work. I am proud to say
that my two field meetings were well attended and produced a net profit for the
organization. I have also coordinated two technical meetings on campus for hundreds of
attendees.
In community work, I have served as the Director of Research and Evaluation and then
as Executive Director of a 501c3 charity, the Rainforest Restoration Foundation. (I
stepped down in 2015).) This primarily involved fundraising, marketing and accounting. I
also inspected in person the field efforts partially funded by the charity to protect an
endangered population of Scarlet Macaws in Belize. During two field seasons I slept in
a hammock deep in the rainforest, which required hours in a small boat after hours of
driving on rough roads to reach. By day I hiked with the local staff to check nest trees as
well as assisting a field veterinarian with checking macaw hatchlings.
Personal​:
I am married to a registered nurse. She currently does emergency department care. In
the past, she has been a helicopter flight nurse and an infection control officer. Our
shared passion is for horses; we are showing and standing a Spanish Andalusian
stallion. Our human children are grown, with the youngest in community college now.
My wife and I are also plant fans and enjoy a potted garden of exotic plants.
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6. Curriculum Vitae
Erik Terdal, Ph.D.
Selected Publications​:
Jaguar (​Panthera onca) potential prey assessment by means of temporal distribution
patterns in the Mountain Pine Ridge, Belize. Eaton S., Martinez R., Terdal E. Submitted
to ​Southwestern Association of Naturalists, July 2016; under review.
The status of the jaguar (​Panthera onca) in the Mountain Pine Ridge Forest, Belize.
Submitted to ​Journal of Mammalogy, July 2015. Eaton S., Ross K., Martinez R., Terdal
E. Not accepted for publication. Under revision.
SNOOPY: PORTABLE SOFTWARE FOR CAPTURE-RECAPTURE SURVEYS
Smedley R.; Terdal E. Uploaded to Researchgate in 2014 for pre-submission reviews:
https://www.researchgate.net/publication/268221802_Snoopy_Portable_software_for_c
apture-recapture_surveys
Jadin, R.C., Terdal, E. (2003) Species list and habitat associations of snakes at the J.T.
Nickel Preserve in Northeastern Oklahoma. ​Proc. Okla. Acad. Sci. 83:96-97 (abstract)
Terdal, E., Wilds, M. (2003) Tropical biology classes for Northeastern State University
students in Belizean watersheds. ​Proc. Okla. Acad. Sci. 83:102-103 (abstract)
Terdal, E., Wilds, M., McDowell, K. (2002) Making Evolutionary theory exciting and
relevant: an interdisciplinary approach used with high-school students. ​Proc. Okla.
Acad. Sci. 82:122-123 (abstract)
McDowell, K., Terdal, E., Wilds, M. (2001) Wildlife forensics: an interdisciplinary
approach to the enhancement of math and science curriculum. ​Proc. Okla. Acad. Sci.
81:84-85 (abstract)
Terdal, E. (1998) Husbandry of drill and mandrill monkeys. ​American Zoo and Aquarium
Association Annual Conference Proceedings 278-281.
Terdal, E., Crabbe, J.C. (1994) Indexing withdrawal in mice: matching phenotypes for
exposure in studies using ethanol vapor inhalation. ​Alcohol 18:542-547.
Phillips, T.J., Burkhart-Kasch, S., Terdal, E., Crabbe, J.C. (1991) Response to selection
for ethanol-induced locomotor activation: genetic analyses and selection response
characterization. ​Psychopharmacology 103:557-566.
Phillips, T.J., Terdal, E., Crabbe, J.C. (1990) Response to selection for sensitivity to
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7. Curriculum Vitae
Erik Terdal, Ph.D.
ethanol hypothermia: genetic analyses. ​Behavior Genetics 20:473-480.
Crabbe, J.C., Feller, D.J., Terdal, E., Merrill, C.D. (1990) Genetic components of
ethanol responses (review). ​Alcohol 7:245-248.
Selected Presentations​:
I give many talks. I have a good reputation as a speaker, so when a local seminar
speaker cancels, I am known as the person who can be called on at short notice to fill
in. I enjoy these opportunities. Below I will list some recent talks based on research I
have done with students.
Mesocarnivore mammals in the Mountain Pine Ridge of Belize: report from a camera
trap survey. Terdal E; Martinez, R. Presented at the 2016 annual meeting of the
Mesoamerican Society for Biological Conservation.
Abundance and activity patterns of jaguar (​Panthera onca) in the Mountain Pine Ridge,
Belize. Eaton, S., Martinez, R., Terdal, E. Presented at the 2016 annual meeting of the
Mesoamerican Society for Biological Conservation.
Abundance and Activity Patterns of the Margay (​Leopardus weidii) and Ocelot
(​Leopardus pardalis) in the Mountain Pine Ridge of Belize. Ross K., Terdal E.
Presented at the 2014 meeting of the Oklahoma Academy of Sciences.
Research Support​:
Terdal (PI) 2011
NSU Center for Teaching & Learning $10,000
Through Their Eyes: Collaborative Course Redesign Grant
The major aim of this project was to guide two seniors in our Science Education:
Biology program as we collaboratively developed a blended/hybrid version of the BIOL
3013 Animal Biology course for non-traditional students at a metropolitan branch
campus.
Terdal (PI) 2006
NSU Center for Teaching & Learning $1,000
Sequoyah State Park mammal inventory
The major aim of this project was to produce an illustrated mammal species inventory
for the Sequoyah state Park Nature Center as a service - learning project
demonstration.
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8. Curriculum Vitae
Erik Terdal, Ph.D.
Terdal (Co-PI) 2005-2007
Oklahoma Regents $36,000
CSI: Equine Forensics Summer Academy
The major aim of this project was to teach high-school students how to use biological
methods to solve crimes involving horses.
Terdal (PI) 2004-2006
National Science Foundation $224,000
Research Experience for Undergraduates: human, animal and human-animal
interactions
The major aim of this project is to show undergraduates how to study behavior in an
interdisciplinary way.
Terdal (Co-PI) 2001-2003
Eisenhower $34,000
Mathematical applications in Wildlife Forensics
The major aim of this project was to show high-school science teachers how to use
analysis of biological methods used in crime investigations to teach mathematical
principles.
Terdal (Co-PI) 2001-2003
Oklahoma Regents $57,000
Wildlife Forensics Summer Academy
The major aim of this project was to teach high-school students how to use biological
methods (e.g., behavior analysis, morphometry) to solve crimes involving animals.
Terdal (PI) 1999-2000
NSU Faculty Research Council $3,800
Orphaned white-tailed deer fawns
The major aim of this project was to evaluate the management of hand-reared
white-tailed deer fawns at Sequoyah State Park, OK. We used radio - telemetry tracking
post release and followed the fawns for a year. All survived.
Terdal (Co-investigator) 1994-1996
IMLS $50,000
Mandrillus management
The major aims of this project were to compare and evaluate management approaches
of captive colonies of a genus of African monkeys in the U.S., Germany, Nigeria and
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9. Curriculum Vitae
Erik Terdal, Ph.D.
Cameroon.
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