TAMU-CC Hike & Bike Trail Revitalization Sub-Committee

TAMU-CCEnvironmental Advisory Council

FY 2009

Site Description• http://lighthouse.tamucc.edu/CHR/WardIsland

Ward Island bordered by Corpus Christi Bay to the north, Oso Bay to the south, Oso Inlet to the east, and the Blind Oso Inlet to the west is the location of Texas A&M University - Corpus Christi and University Beach, which is located along the northern shoreline.

Site Description• http://lighthouse.tamucc.edu/CHR/WardIsland

A beach existed along Ward Island prior to the occupation of Ward Island and the Encinal Peninsula by military in the early 1930's. Aerial photographs indicate that there was abundant sand along the shoreline (the light regions on the images) from Ward Island to what is now Naval Air Station-Corpus Christi. Development of this area led to the loss of this natural resource.

Site Description• http://lighthouse.tamucc.edu/CHR/WardIsland

A beach existed along Ward Island prior to the occupation of Ward Island and the Encinal Peninsula by military in the early 1930's. Aerial photographs indicate that there was abundant sand along the shoreline (the light regions on the images) from Ward Island to what is now Naval Air Station-Corpus Christi. Development of this area led to the loss of this natural resource.

Site Description• http://lighthouse.tamucc.edu/CHR/WardIsland

A beach existed along Ward Island prior to the occupation of Ward Island and the Encinal Peninsula by military in the early 1930's. Aerial photographs indicate that there was abundant sand along the shoreline (the light regions on the images) from Ward Island to what is now Naval Air Station-Corpus Christi. Development of this area led to the loss of this natural resource.

Ecological Information

• HICKMAN, G.C., ED. 1995. A Field Guide to Ward Island. Epsilon Phi Chapter, Beta Beta Beta, Texas A&M University-Corpus Christi. 260 pp.

Black Skimmers

Environmental Learning

• Introduction to Solid Waste – lab by Dr. Ian McDonald

• Environmental Impact Statement - lab by Dr. Ian McDonald

• Wetland identification – lab by Dr. Liz Smith

• (many other examples should be included)

TAMU-CC Map

Hike and Bike Trail

http://www.tamucc.edu/community/hike_bike/index.html

The trail was designed to be enjoyed by both fitness enthusiasts and nature explorers. The lighted trail is an excellent location to walk, bike, rollerblade or jog while taking in the splendor of Ward Island. The trail is for everyone, including our wildlife. Please respect their rights as co- inhabitants of the Island.

Hike and Bike Trail

http://www.tamucc.edu/community/hike_bike/index.html

Texas A&M University-Corpus Christi Hike and Bike Trail Distance KeyPoint A to Point B.3 milesPoint B to Point C.1 milesPoint C to Point D.5 milesPoint D to Point E.4 milesPoint E to Point F.1 milesPoint F to Point G.2 milesPoint B to Point F1.1 milesPoint A to Point E1.4 milesPoint A to G & back to A3.2 milesThere are "rest stops" at points C, D, and between D and E.

Hike and Bike Trail

http://www.tamucc.edu/community/hike_bike/index.html

Hike and Bike Trail Rules and RegulationsThe trail is lighted from dusk to dawn, daily.Use caution, wildlife in area.Remain on the paved path at all times.Do not disturb the wildlife.Authorized motor vehicles only.Animals must be leashed at all times.Walkers stay to the right.Cyclists, skaters, skateboarders, must yield to foot traffic.

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Information on TAMU-CC• physicalplant.tamucc.edu/pdf/Master/history.pdf

Preliminary Ideas

Marbled Godwit

TAMU-CC Map

1

NRC Overlook

• Tidal Flat “Blind Oso” view

• Shade Structure w/ interpretive info and seating

1

TAMU-CC Map

2Guinea Grass Management

Guinea Grass Management

• Remove Guinea grass• Clean up debris• Increase grassland

diversity• Interpretive signage for

plants and birds

2

TAMU-CC Map

3

Riparian Woodland Enhancement

• Remove Guinea grass• Clean up debris• Increase plant diversity• Create “safe” pathways• Interpretive signage for

plants and birds• Seating for small classes

3

Hike & Bike Trail Improvement (numerous locations)4

4

Hike & Bike Trail Improvement• Add trash receptacles (wind and varmit-proof)

• Alternative ideas (PIPO)• Create mile markers on trail (tile?)• Note photo opportunities with interpretive

signage on viewscapes• Maintain security on trail

Invasive Species (Brazilian Pepper) Management

5

5

5

Brazilian Pepper

• Removal of existing plants• Replacement with natives• Interpretive sign

explaining why

5

Interpretive Entrances

6

6

6

6

6

6

6

Interpretive Entranceways

• Create high-profile entranceways• Add maps, photos, and interpretive info at

each location

Water Tank Mural

7

7

Water Tower Mural

• Coastal species• Coastal environments• “largest field guide”

Fiddler Crab

Glasswort

Great Blue Heron & White Shrimp

Preserve Thornscrub Slopes

8 8

8

8

Preserve Thornscrub Slopes

• Reduces trail erosion• Conserves habitat for wildlife• Location for elevated shaded overlook

Green Jay

Restore Native Prairies

9

9

Restore Native Prairie

• Remove invasive species• Plant native species & water stations• Provide interpretive info

Northern Bobwhite

Natural Shade Picnic Areas

10

10

Natural Shade Picnic Areas

• High use areas• Bird water and feeding stations• Interpretive signage

10

Teaching Ampitheater

11

11

Teaching Ampitheater

• Slope-stabilizing grass seating, canvas shading

• Viewscape of Prairie & Oso Bay• Use for teaching stop

11

Freshwater Habitats

12

12

Freshwater Habitats• Enhance freshwater

vegetation around drain• Recontour drainage slopes

and revegetate for stabilization and habitat diversity

12

History of Island Life

13

13

History of Island Life• Landscape around agave• Provide interpretive info on

who has inhabited the island

13

Shade Gazebos (Planning Stage)

Potential LocationsAdditional Locations

Next Steps – TAMU-CC

• Questionnaire for additional ideas • GIS layers to integrate idea• Survey of natural habitats• Identification of water sources for enhancements• Participation by campus community in all phases• Create phased revitalization plan• Id funding sources

Questionnaire

• Contact appropriate department for design• Advertise on screens, at trail points• Collate results• Display on website• Incorporate into Revitalization Plan

GIS Layers

• Upload GIS layers from Physical Plant project (Chris C.)

• Request additional layers from TAMU-CC GIS departments (CBI, CCS, CWSS, etc.)

• Create interactive pdf for workgroup meetings/reviews

• Update layers as completed and house on Physical Plant server

Natural Habitat Survey

• Develop a map of remaining natural habitat

• Delineate restoration areas• Recreate interpretive signs• Link habitats to wildlife• Provide info to website

ID Water Sources

• Consult Physical Plant personnel to refine water source GIS layer

• Identify potential/additional water sources• Create water plan for enhancements• Develop budget for each phase

Campus Community Participation

• Develop presentation/website to contact each student organization

• Identify professors that currently use nature trails in coursework

• Provide potential project lists & timelines for implementation

• Highlight participation on website• Sponsor teams in local/regional cleanups, bird

surveys (Big Sit, Big Day, Earth Day-Bay Day, etc.)

Phased Revitalization Plan

• Provide support for planning team• Identify timelines and budgets for each

project• Identify funding sources for each project

group• Develop proposals for first phases

Coordinated Management• Hike and Bike Trail Guided Tours

– Classes using trails– Camps/workshops on campus– Incoming students/parents

• Restoration/Enhancement Projects– Provide project summary, participants, funding source– Update progress on web

• Research and Training Use Permission– Provide online request forms for use of native areas– Create information outlet for public to view activities

Potential Funding Opportunities

• Identify annual opportunities• Develop “matching” plan• Create supporting materials and

documents• Promote community support• Designate “point(s) of contact” to

coordinate efforts

The Possibilities are Incredible!