An Ecological Assessment for the Creation of the Kiwanis Environmental Education Preserve (KEEP)

Abstract

The Kiwanis Club of Ann Arbor, a 501(c)(3) non-profit corporation known for its thrift store sale and scholarships for high school students, envisioned a preserve to instill an environmental consciousness in young people in the Ann Arbor area. It is to this effect we conducted a thorough ecological evaluation of the urban forest situated within the 17-acre property belonging to the Kiwanis Club, utilizing field monitoring, geographical information systems, and hydrological modeling. This included an on-site investigation of the KEEP, surveying species of amphibians, mammals, and birds inhabiting the area from early spring through late fall of 2019. A vegetation assessment identified plant species and habitats with an overview of land cover development from 1960 through 2005 using aerial photographs. The water quality of the two on-site ponds, wetlands, and Honey Creek included measures of pH, oxidation-reduction potential, dissolved oxygen, specific conductance, temperature, and metals. Additional analysis characterized benthic macroinvertebrates. Finally, hydrological modeling was conducted to characterize the potential rerouting of stormwater runoff into the two ponds to improve water quality. The findings of this comprehensive environmental assessment of the KEEP natural areas showed: 1) A multitude of habitat types allow for a wide range of wildlife and vegetation diversity, including amphibians, birds, mammals, grasses, shrubs, and trees. 2) Some terrestrial habitats have degraded due to an influx of invasive, nonnative species; while others have not and remain high quality. 3) The two ponds and wetlands are severely degraded in terms of physicochemical characteristics due to inadequate water renewal combined with large inputs of natural organic matter, e.g., leaves, algae, and duckweed. This prevents sustainable macroinvertebrate and fish communities. 4) Stormwater runoff from the KEEP building and parking lot are substantial during three seasons of the year and could be routed into the ponds to increase water flushing and renewal, thus improving water quality and allowing for the establishment of benthic and fish communities. Given the above four findings, the proximity of the property to urban and rural populations and schools, and the vision of KEEP leadership, there is tremendous potential for the creation of a unique and valuable educational resource. We recommend three primary site restoration actions: 1) Replant a subset of areas dominated with invasive plants using native species; 2) Route site runoff to one or two of the ponds to improve pond habitat. The pond habitat could also be improved by clearing outflow channels of excessive vegetation that impedes flow and creating a “fish wintering hole” near pond inflows; and 3) Provide improved drainage of the water-saturated forest area created in the past by installing and removing dirt berms. In addition to these restoration activities, future studies should establish a strategy for education kiosk(s) and boardwalks with educational signage. This could include a smartphone software interface with the KEEP database for visitors to learn about the biodiversity and habitats of the KEEP and how they interact in urban-rural areas. Our efforts build a strong foundation for the actualization of the KEEP.