Helping to make the dirt go away



This previously empty lot has been converted into a relaxing haven

Dr. Bill Stewart has long been interested in what he calls “place making,” the transformation of environments into desirable places that promote health, happiness, and well-being. His research has focused on rural areas and public parks, including studies of park development on a former landfill and prairie restoration on the site of an army ammunition plant.

A professor in the Department of Recreation, Sport and Tourism, Dr. Stewart recently shifted his focus to place making in an urban setting. Funded by a grant from the US Department of Agriculture’s Forest Service, he has been assessing the effects of a vacant land redevelopment program in Chicago. Along with colleagues Paul Gobster, a research landscape architect with the Forest Service’s Northern Research Station, and RST colleague Dr. Carena Van Riper, Dr. Stewart is identifying both the benefits and challenges of Chicago’s Large Lot Program, a neighborhood stabilization initiative that is part of the city’s Green Healthy Neighborhoods Plan.

The Large Lot Program

Chicago has more than 20,000 vacant lots. They can become magnets for trash and crime, making neighborhood residents feel less safe and more disconnected from each other.

Under the terms of the program, residents who own property in the neighborhood may apply to purchase up to two vacant lots on the same block for $1 per lot. If the lot is not adjacent to their primary property, they must put a fence around it. They must keep the property groomed, pay taxes on it during their years of ownership, and retain ownership for at least five years. They may build on the lots, use them for private or community gardening or socializing, convert them into neighborhood playgrounds, and so on.

The initial offering of the vacant lots in 2014 focused on the Englewood, Woodlawn, and East Garfield Park neighborhoods on Chicago’s south and west sides. In the fall of 2015, Dr. Stewart and his colleagues began collecting data on environmental and social impacts of the program in these neighborhoods.

“The stereotype is that these neighborhoods are populated by desperate people who, for whatever reason, couldn’t move to more desirable neighborhoods or the suburbs,” Dr. Stewart said. “The reality is that residents in these neighborhoods remained behind because they care deeply about their neighborhoods and want to make them better.  Most have options to move, yet have chosen not to.”

What they’ve found

In an environmental assessment that compared lots before and after purchase, the researchers found that 40 percent of lot owners made changes in the first season, including cleaning up trash, mowing the grass, installing fences and signs, developing social and play areas, and planting flowers, vegetables, trees, and shrubs. Some residents had been maintaining the vacant lots for years before purchasing them, a phenomenon known as “guerilla gardening.” The Large Lot Program, however, provides lot owners with the incentive to do more than simply maintain the property.

The social assessment began with focus groups of residents who had purchased lots in the initial offering. Participants discussed what they were doing with their lots, problems they’d encountered, and impacts of lot development on social interaction.

“From the focus groups, we developed a questionnaire that reflected the experiences and language that residents’ used to describe their large lot activity and impacts,” Dr. Stewart said. In the summer of 2016, everyone who purchased a lot in the initial offering received the questionnaire, which had a remarkable response rate of 71 percent.

The researchers’ initial report to city officials noted that prior to lot ownership, undesirable street activity included public urination, drug activity, prostitution, illegal parking, and dumping. After ownership, residents reported increased social activity and changes in street activity. One resident said, “If people know the lot is vacant then they will do dirt in the lot. Ownership helps to make the dirt go away.” Residents experienced an increased sense of belonging and ownership of the neighborhood, as reflected in the comment, “A large lot is a great investment. It allows us to tell our own story, and it is a story so unlike the ones being told about Englewood.”

The greatest impact, however, may be on the social fabric of the neighborhood. As one resident observed, “What a powerful difference the lot has made on the block. It’s about beautification where people know that good things are possible, and it has changed the culture. The lot belongs to people who use it and they treat it like it’s theirs. People look out for one another now.”

What they do with the findings

The researchers are working closely with Chicago’s Department of Planning and Development and neighborhood associations.  The city has expanded the Large Lot Program into several other neighborhoods.  After working primarily in rural areas for nearly 30 years, Dr. Stewart says his experience with urban place-making has exposed him to a whole new literature, and he’s been learning a great deal from urban policy makers, his colleagues, and the residents themselves. “Their commitment to their neighborhoods is so sincere and their enthusiasm is contagious,” he said. “The experience has been both heartwarming and inspiring, and I’m looking forward to extending my work in this area.”

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Gaining more than academic knowledge



Meridith Bradford enjoys the alpine slide at Camelback Mountain in Pennsylvania.

Students choose courses for a variety of reasons. It may be a requirement of their major or minor. Perhaps it’s the only class that fits their schedules or they like the instructor. Perhaps it’s related to a personal interest, or their friends are taking it. Whatever the reason, students expect to acquire disciplinary knowledge. If they are lucky, however, they learn about themselves and the world around them.

Community development through leisure

In the spring of 2016, Dr. Mike Raycraft offered a course through the Department of Recreation, Sport and Tourism (RST) that emphasized the role of the leisure industry in the economic, social, and environmental development of communities. RST 199 consisted of eight weeks of classroom instruction followed by a 12-day trip to major recreation, sport, and tourism destinations, including halls of fame, museums, and natural attractions. At each location, students met with industry professionals and community leaders, including several RST alumni, to learn more about the destination and its local impact.

The feedback Dr. Raycraft received from students at the end of the course confirmed that they derived great benefit from it and applied their classroom learning to critical examinations of the recreation, sport, and tourism industries. However, the unique perspectives that two of the students brought to the class resulted in a learning experience that went far beyond professional development.

Cool to be included

Lizzy and Meridith at Niagra falls

Meridith Bradford has spastic quadriplegic cerebral palsy. She can operate her power wheelchair but requires full assistance with the performance of the tasks of daily living. She has never let her disability prevent her from trying new things. As a child, she attended a summer camp where she went zip lining and rode the roller coaster at a nearby amusement park. She has been skiing for 18 years, competitively for the last four years with Disabled Sports USA. In the organization’s last Hartford Ski Spectacular in Breckenridge, Colorado, she was the first person doing her type of skiing, known as tethered fixed-outrigger bi-skiing, to compete in a level one race event. “Anything that involves me not being in my chair makes me happy,” she said.

Still, Meridith had reservations about the trip attached to the RST course. She’d never been on a trip of that length before and was concerned that the extent of her physical and medical needs would be too great to manage the bus trip. Through the Division of Disability Resources and Educational Services, she found an experienced personal assistant who was happy to help her join her classmates on their travel adventure.

“It was the best trip for sports freaks like me, but I wouldn’t have been able to go without Lizzy Na,” Meridith said. “It was the beginning of the summer, the end of my last year of classes, and it felt like a reward.”

Despite her fearlessness, the trip still taught her something about her own resiliency and the kindness of others. During her first time hiking in the woods on a trail in the Adirondack Mountains, her fellow students helped her over roots and rocks when she got stuck. Then her chair broke. Meridith insisted she could wait alone until help arrived, but three of the other students insisted on remaining with her. “It was cool for me to be included and to be so well accepted by the group,” she said. “I didn’t feel restricted at all, socially or task-wise.”

Meridith hiking in the Adirondak Mountains

Fortunately, the chair was repaired within a few hours at a garage in Lake Placid, New York, and Meridith completed the trip. With the help of her personal assistant, she mastered the rigors involved with changing hotels nearly every day, which was no small task given that she needed to keep track of a great deal of equipment and special supplies.

“It was cool to learn that a trip like this is possible for me,” she said. “I hope my experience opens the door for people like me who might hesitate to take advantage of a similar opportunity because of their disabilities.”

Gaining cultural knowledge

Youyou Zhang is deeply interested in the intercultural communication that takes place during tourism experiences. She hopes to do research on how traveling impacts tourists’ perceptions and opinions of other countries. “My curiosity about the world has been well fed by the University of Illinois and RST so far,” she said, and she plans to continue her studies in graduate school.

Youyou had taken a marketing class with Dr. Raycraft. When she heard about his course on community development and the trip it involved, she immediately knew that she wanted to go. “My interactions with other RST students had been limited to the classroom setting,” she said. “I knew the trip would enable me to know them better and more deeply, and to learn about American culture as well.”

Youyou in the dugout of Doubleday Field

One of the things she learned about was baseball. Youyou watched her very first baseball game at Doubleday Field in Cooperstown, New York, while her classmates explained the rules of the game to her. She enjoyed the small parties that took place in the hotel rooms, where she learned more about American pop culture and music. She feels the trip provided her with the time and opportunity to develop her social skills, as well as a more “Midwest United States” sense of humor. She marveled at the scenery in places such as Niagara Falls and Lake Placid, and treasured the variety of people and places she was able to experience.

With the help of her fellow travelers, Youyou felt she was living in American culture as an “insider,” and she built a personal connection to the culture. It was truly an experience, she said, that she will remember for the rest of her life.

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