Wilderness educators' evaluation of the impact monster program

Since its development by Jim Bradley in the late 1970s, the Impact Monster, a wilderness education skit designed to teach minimum impact techniques, h as been used as a wilderness education tool by federal land management agen cies. This paper reports on an evaluation of the perceived effectiveness of the Impact Monster program and its content. Results indicate that the Impa ct Monster program remains a widely used wilderness education tool to teach appropriate wilderness behavior. In addition, the program is rated good to excellent by most study participants. Most participants considered a figur e clothed in bright colors an effective program element. Fourth, fifth, thi rd, and sixth grade children, respectively, were considered the most approp riate recipients of the Impact Monster program. Problems experienced with t he program included children fearing the gun used in the skit, wilderness e ducators tired of presenting the program, and sixth to eighth grades and hi gh school students identifying too strongly with the Impact Monster. The mo st frequent suggestions to improve the program were: avoid stereotypes, be sensitive to cultural differences, acquistion of props, emphasize positive behavior, maintain program flexibility, and develop evaluation methods. Beh avioral objectives established for the program should focus on Leave No Tra ce principles, which establish a land ethic that promotes appropriate behav ior, recognizes impacts, and increases wilderness knowledge.