According to McCarson (2008), the best feature of Wlodkowski’s book, Enhancing adult motivation to learn: A Comprehensive guide to teaching all adults is his call for action and change among all educators. After considering the sixty different strategies designed to motivate adults to learn and engage in the classroom, the reader cannot help but feel inspired to lead and engage adults to further their studies. The real question is, however, do these instructional strategies translate into helpful tips for advisors working with adults who are returning to college? McCarson believes that Wlodkowski starts with a biological basis for adult willingness. Nonetheless, he explains why our brains are adrenalized in certain ways and why some prompting strategies work better than others. That being said, even the non-scientific reader will find that this clarification provides a solid basis for the rest of the book (McCarson, 2008). There are equivalent strategies and tips throughout the book to remind teachers that their jobs are not only to advise students as they advance through their college careers, but to be encouraging and influential. Mature students particularly can lose attention and commitment in their studies; teachers need to know how to build back that eagerness. Though, Wlodkowski’s reasonable ideas for intensifying …show more content…
This latest edition genuinely strives to include all adults in the quest for learning. The author’s heightened cultural sensitivity and awareness makes this book especially unique among other motivational texts. “Our emphasis is on creating a convergence of multiple ideas and methods from which teachers and learners may choose in order to support the diverse perspectives and values of adult learners” (p. 45). The author most definitely succeeds in this charge towards inclusion of