UNIVERSITY OF WISCONSIN SYSTEM SOLID WASTE RESEARCH PROGRAM

Maximizing the Efficiency of a Large-Scale Vermicomposting Project

June 2011

Student Investigators: Joey Kotnour, Biology Leah Schiller, Medical Laboratory Science Kayla Wandsnider, Biology

Faculty Supervisor: Dr. Ryan Perroy, Department of Geography & Earth Science University of Wisconsin-La Crosse

Introduction
The objectives of this grant were threefold: (1) to establish best practices for operating and maintaining the newly purchased University of Wisconsin-La Crosse (UW-L) vermicomposting system, (2) to collect reference data on composting programs at other universities across the nation, and (3) to develop educational materials for the UW-L community on the benefits and importance of vermicomposting and recycling food waste in general.

Background
A studentbased campus composting program was established at the University of Wisconsin-La Crosse in 2002 and expanded dramatically in 2009-2010. The expanded program was very successful on the collection end, but quickly outgrew on-campus space and facilities. Poor maintenance of the collected compost feedstock led to the termination of the project and possible termination of composting at UW-L. The solution to this problem was to find a more efficient way to compost at a large scale, thus vermicomposting became an area of interest. UW-L worked with Hillview Greenhouse, a local non-profit organization, on designing a plan to locate and operate a vermicomposting system. Hillview would have ownership of the produced worm castings in return for housing and maintaining the vermicomposting system, and UW-L would have a more sustainable means of dealing with the hundreds of pounds of food scraps generated on a daily basis. Funds for the 5 x 32 UWL vermicomposting unit were secured from the UW-L student fee-based Green Fund in the summer of 2010. Three UW-L undergraduate students received a University of Wisconsin System Solid Waste Research Grant to work on the program and research how to implement an effective vermicomposting system. The original goals of the project were to determine the most efficient and effective method for the food waste collection and vermicomposting process. However, delays in the project associated with closure of the Hillview Greenhouse impacted these goals. An alternative warehouse site was eventually located approximately two miles from the UW-L campus. In December, 2010, the vermicomposting machine was delivered and assembled in the warehouse. Campus pre-consumer food waste collection eventually began in January of 2011. The program will expand to include both preand post-consumer food waste in the fall of 2011. This report will present results generated in meeting the three objectives of this grant: to establish best practices for operating and maintaining the vermicomposting system, to collect reference data on composting programs at other universities across the nation, and to develop vermicomposting educational materials.

Methods
Determining Vermicomposting Best Practices Vermicomposting is a feasible option for diverting large quantities of organics from the waste stream. A growing number of economically viable, industrial-sized vermiculture programs now exist, processing between 5 and 500 tons of compostable feedstock per month while also producing valuable agricultural products (Sherman, 2000; Aalok et al., 2008). However, vermicomposting on a large scale remains a relatively new field and specific conditions and management practices can vary dramatically. A variety of data were collected in order to effectively implement the UW-L vermicomposting program. These data included daily and weekly logs of the amounts and types of food waste generated (including materials that had been pre-composted) and added to the bin (Figure 1) and temperature, relative humidity, and oxygen readings from wireless sensors installed throughout four sections (A, B, C, and D) of the vermicomposting system (Figure 2).

Date

Food type

Weight (lb) 60 90

5/16/2011 Bin A Veggies Finished compost 5/17/2011 Bin C Veggies Compost 5/18/2011 Bin D Veggies Compost 5/19/2011 Bin A Veggies Compost

120 120 120 120 60 100

Figure 1. Example of daily log of food waste and compost matrials added to the UW-L vermicomposting system. Right photo is of Zach Gaugush from Hillview Urban Agriculture Center, feeding the bin.

Figure 2. Array of oxygen, temperature and humidity probes to measure conditions in the bin in four sections (A, B, C, and D). Joey Kotnour setting up a temperature probe for the vermicomposting system (inset).

National-Level Trends in University Composting Data on composting from universities nation-wide were collected via telephone and email interviews. Once identified, colleges and universities known to compost were interviewed with standard questions designed to create an understanding of each respective compost program (appendix B). From these interviews, responses were compiled into a table that was used to find patterns in each type of program. Questions asked included: composting methods used, whether or not it was on campus or done through another company, the types of materials collected, age of the program, pounds per week collected, and solutions to any contamination issues. All data obtained from composting schools was provided by persons actively working with the compost (collection or the process itself); most often the responders were from the universitys facilities department or dining services, and occasionally students. From this, a transcript of the interview was kept and used to determine what questions should be used for

comparative purposes. The responses to these questions were then gathered into a table and analyzed. Although vermicomposting schools remain rare, businesses with vermicomposting systems were also interviewed to find methods beneficial for vermicomposting. Vermicomposting Educational Materials Part of having an effective pilot program is to employ useful education techniques. We created and produced a video to help explain and persuade viewers on the benefits of recycling food waste and vermicomposting: (http://dl.dropbox.com/u/14190/Vermicomposting%20Slideshow.mp4). The main purpose of such a video is to persuade the viewer to feel compelled enough to help compost and spread the word on composting. This video will be shown to the UW-L student body approximately one month into the fall semester after the vermicomposting system has been up and running with both pre- and post-consumer food waste. We will closely monitor collected foodstock weights to determine if there is any measurable effect of the video. Class demonstrations were another method to help inform UW-L students about composting. Over 160 students from four different UW-L geography classes were taken to the vermicomposter and shown the system first hand (Figure 3). The demonstration hopefully sparked the interest of some students and will help expand the success of the project. These class demonstrations will be incorporated more fully in UW-L geography curricula, and other departments have also expressed interest. A survey was also produced to help determine the effect of the educational methods on participation in vermicomposting (Appendix A).

Figure 3. Demonstration of the vermicomposting system to an introductory UW-L geography class

Results
Determining Vermicomposting Best Practices Data from recorded food waste collection logs and installed sensors within the vermicomposting bin are shown below.

Figure 4. Collected Food waste totals collected from UWL Pre-consumer waste program.

Figure 5. Example temperature data collected by installed temperature and humidity probes in section D. Temperature fluctuations correspond to the type, amount, and timing of food waste inputs. Temperature peak at ~6/20/11 is related to overfeeding of bin.

Figure 6. Snapshot of temperature data collected by four sensor towers installed throughout the vermicomposting bin. Colored squares are data from individual sensors (dark blue vertical bands between colored data are simply to separate bin data and do not represent temperature readings).

Figure 7. Example of initial oxygen data collected by two probes within Bin A section at depths of 10 and 40 cm.

DISCUSSION
Determining Vermicomposting Best Practices Initial results from the sensor array suggest that our former practice of dumping large amounts (>100 lbs at a time) of whole food scraps into individual sections of the bin was not optimal. The large particle size of the food particles makes it harder for the worms to break it down, and instead of immediately vermicomposting we are producing a hybrid composting/vermicomposting cycle. This produced elevated temperatures in the bin that are above the suggested tolerance levels of the worms. As the bin is quite large we believe that the worms are able to migrate away from the affected area until the composting cycle has finished. Although we are not losing significant numbers (if any) of worms, this is not optimal. We have recently purchased a Mackissic 12PTE shredder/chipper to reduce particle size, and this, along with smaller amounts of feedstock additions, will likely improve efficiency. An initial harvest of worm castings in early June, 2011 produced >400 pounds of finished castings. Vermicomposting Educational Materials The educational materials produced as a result of this grant will be employed in the fall of 2012 and a study will be conducted to determine their effectiveness. We believe that they will be a useful component in ensuring that the UW-L vermicomposting program enjoys high compliance and participation.

National-level Trends in University Composting

Figure 8. Map indicating the occurance of and type of U.S. university composting for 17 campuses

A total of seventeen universities participated in an interview regarding their composting programs (Figure 8). A list of participating universities is given in Appendix C. Of these, a wide variety of composting types were represented, and several strong patterns emerged (Figure 9). These patterns allow campuses considering composting programs to understand the realistic limits and possibilities of various composting methods and systems. From this data, the strongest

trend found was that most composting programs were fairly young. Of the campuses interviewed, 59% started composting in 2007 or later. Another interesting trend proved young but strong: the use of a secondary composting company.

Figure 9. Flowchart illustrating results from collected U.S. university composting survey data

These companies are usually paid for hauling away compostable materials from campus and then compost the materials on their own property. Almost half of the schools interviewed were participating in a program like this, but none had been doing so before 2007. For different campuses, certain factors were more important in the success of the program than others. Several campuses with farms or a waste management program had originally tried on-campus composting programs, but found that it was too much to handle and had reverted to a secondary company where all they had to do was pay a tipping fee. These campuses usually had a farm that generated large amounts of compostable materials. Interestingly enough, both continued to compost farm scrap, approximately 175,000 lbs/week, but used a secondary

compost company for the campus food scrap. This way, they were able to use compostable disposables (which decrease the quality of compost1), but the farm didnt have to deal with associated contamination issues and slow decomposition rate. Other schools initiating a composting program chose a secondary company because there was little overhead cost, but hoped to find enough funding to compost on-campus at a later date. This was quite an interesting paradox. While being able to compost on-campus can be cheaper and more sustainable in the long run, it requires more space, more equipment, and often, more employees. Composting habits were very clearly divided by whether composting was done though a secondary company. While all colleges interviewed collected compostable materials, only 53% of them composted themselves. While these schools were able to provide little information on composting processes, they were valuable in determining successful methods for collecting compostables. It was clear there are strong advantages and disadvantages to all methods. For schools that used a secondary company, there were two categories: those that wanted to compost but didnt want to deal with the logistics and extra labor, or those that were unable to purchase the equipment necessary for their own composting operation but wanted to compost. The former was usually content to continue using another company. The latter usually wanted to purchase a system in the future, but were still working out the logistics. Schools that used secondary companies were able to compost a wider range of materials as well. Meat and dairy were collected at 87% of these schools because composting companies achieve a high enough temperature to kill any pathogens. These schools also composted a larger range of non-food materials, everything from compostable forks to paper towels from bathrooms, largely because they didnt have to deal with the end-product. Compostable dinnerware is known to decompose at a slower rate than food scraps, and decreases the quality of the end product. Often, it must be screened out of the finished product and composted through another cycle1. However, 87% of these schools were able to collect these materials, compared to only 44% of schools that composted themselves. For schools that composted on campus, there was a wide range in systems used, weights collected, and materials collected. Each school had their own way of doing things that wasnt quite the same as anyone else. However, there was an interesting pattern with schools that also had an agricultural program. Three schools interviewed had fairly large campus farms. Two of these had livestock as well. These two schools had originally composted campus food scrap, but with the move to compostable dinnerware and an increase in weights, both schools decided to send their food scrap to secondary composting companies but continued to compost large amounts of farm generated materials and manure.

See http://www.vermontcynic.com/life/no-more-forks-in-the-compost-pile-for-uvm-1.2197664 or http://myplasticfreelife.com/2010/03/are-compostable-utensils-really-compostable/

Schools that composted on their own all wanted to collect as much as possible, but understood that quality decreases with compostable plastics and that more time and higher temperatures are required. Only 44% of these schools collected compostable dinnerware. Schools also understood that collection of meat and dairy would require meeting complicated regulations and reaching high temperatures to kill pathogens. Only 44% of these schools composted meat compared to 100% of the composting companies observed in this study. Interestingly enough, schools that took meat and dairy didnt always take compostable dinnerware and vice versa. National-level Trends in University Composting From the compost program interviews, it became quite clear that it is not possible to create one program that would be feasible and successful for every college. However, some programs work well on small and large scales but other programs are less flexible. It was also found that schools are creative in their composting quest. One of the schools interviewed collected food scrap exclusively, but sent it to a local farmer who then heated it and fed it to his livestock. A program like this is an innovative idea that should be explored by more schools as it decreases the amount of land, water, fertilizer, etc. needed to grow feed. The divide between colleges that compost independently and those that use outside companies produced both advantages and disadvantages. For each schools program, the possibilities of what materials can be composted varied, and as a result, so did the advantages and disadvantages. Schools that are able to compost on campus can become more sustainable because they use less fossil fuel for transport and have a finished product readily available to replace some conventional fertilizer use. Yet they are often unable to accept meat, dairy, compostable disposables, paper products, etc.: things which then get thrown away, decreasing the total amount of waste diverted. Composting companies that may transport compost further distances are generally able to accept more materials, decreasing the amount of waste burned or added to landfills. For schools interviewed that hope to change their program, and for schools who hope to start composting in some form, this gathered information may prove quite useful in creating a successful composting program. While it should be noted that no program can be recreated exactly, as weather, campus population, and campus size are all large factors that can impact composting programs, the data is an analysis of methods that are successful for small- and largescale programs collecting a variety of materials. Additionally, the information collected from UW-L is more in-depth than what was collected from other schools, and will prove useful year after year, and for other schools with and without vermicomposting programs.

References: Aalok, A., Tripathi, A.K., Soni, P., 2008. Vermicomposting: A Better Option for Organic Solid Waste Management J. Hum. Ecol., 24(1): 59-64.

Sherman, R., 2000. Latest Developments in Mid-to-Large Scale Vermicomposting BioCycle Journal of Composting & Organics Composting, Vol. 41, No. 11, pp. 51-54.

Appendix A. Draft of Vermicomposting Survey for UW-La Crosse students You may have noticed there are plastic bins set out to put you food scraps as you leave Whitney. These food scraps get dumped into a large-scale vermi-compost bin that has been in use since spring semester of 2011. In this bin there are more than 200,000 (200-250lbs) worms that eat through the food. The result is worm castings. Worm castings have a high nutrient content and are fantastic for growing anything. Now that you know a bit about what is going on would you please take some time to fill out this survey to help us get a better understanding of what we can do spread the word about vermi-composting.
1.

Do you compost your food? a. Yes b. No

2.

If you said no, why dont you compost? a. Dont know what to compost d. We compost? b. Too much of a hassle e. Other (explain) c. Dont care

3.

Were you exposed to the compost program last year and if so did you compost then? a. Yes I was expose and I composted b. Yes I was exposed, but I didnt compost c. I am a freshman but I still compost.

4.

What do you think would make people want to compost more? a. Movie d. Brochure b. More posters e. Incentives c. Workshop f. Other (explain)

5.

Do you have any other comments, suggestions, or questions?

Appendix B. Compost questions for University Survey

1. What kind of compost program is being used? Ex: vermicompost, compost bins, etc. 2. How was it implemented? (ex: student, staff, faculty initiative) 3. When did composting start on your campus (year is fine)? 4. Who takes care of it/oversees it? (dining services, facilities, or designated crew) 5. Is there any cost involved? If so, who pays? 6. Where is the compost kept and how much space is used? 7. How much waste does it take (pounds/week), and what kind of food scrap is or isnt allowed? Is compostable dinnerware used as well? 8. Have you had any issues with contamination, especially with post-consumer? 9. Is there any literature around the campus to inform students about the program? If so, what? Are there other means for educating students used? 10. If vermicomposting, what material do you use for bedding, and what is the ratio of bedding to waste that you try to obtain? 11. What would you recommend to others based on your composting experience? 12. Are there any other composting schools you know of?

Appendix C. List of the 17 universities that participated in this study

University Agness Scott College Allegheny College Bard College Bowdoin College Carleton Central Michigan University Cornell University Evergreen State College Grand Valley State University Harvard Law School Ithaca College Luther College Northland College UW-Eau Claire UW-Stevens point UW-Stout UW-La Crosse Location Decatur, GA Meadville, PA Annadale-on-Hudson, NY Brunswick, ME Northfield, MN Mount Pleasant, MI Vercon, IA Olympia, WA Allendale, MI Cambridge, MA Ithaca, NY Decorah, IA Ashland, WI Eau Claire, WI Stevens Point, WI Menomonie, WI La Crosse, WI