Community-Based Soil Quality Assessment As a Tool for Designing an Urban Green Infrastructure Network to Manage Runoff.

Abstract:

Green infrastructure (GI) may be the most practical approach for reducing contaminated runoff, providing ecosystem services, mitigating food deserts and creating community open spaces in urban areas. This project was funded by the USEPA’s People-Prosperity-Planet (P3) program and was a partnership between a team of DePaul University undergraduates (the P3 team) and high school interns (Green Teens) and staff from the Gary Comer Youth Center (GCYC). GCYC is located in a low-income African-American community on Chicago’s south side characterized by high crime, abandoned buildings, lack of green space and a food desert. The overaching project goal was to develop a network of Green Teens qualified to conduct soil quality assessment using USDA-NRCS protocols in order to let them develop GI plans to minimize storm water runoff and contaminant loadings, improve community and environmental health, and provide more equitable access to green space. Working with a USDA-ARS soil scientist from Washington State University, the P3 team conducted soil quality assessment on 116 soil samples collected among four abandoned residential lots owned by GCYC. Analytes included infiltration, bulk density, texture, pH, conductivity, aggregate stability, available nutrients, and total and bioavailable (PBET) lead. Soil pH on all lots is greater than 8.0, are low in organic matter, have little microbial respiration activity, are enriched in available phosphorus, and have average total lead values ranging from 24-2,700 mg/kg. PBET lead was less than 40% on most lots. Regardless, these soils will need to be remediated by adding carbon-rich materials such as biosolids prior to GI installation. Students enrolled in a landscape design course at DePaul developed 3-D models representing potential GI designs for one of the vacant lots that include strategies for immobilizing heavy metals, reducing runoff, and which are tied into an educational module for neighborhood school children.