Review by: Jane Runkel Frederick

Higher Educational Consultant

Milwaukee , Wisconsin

Viens and Kallenbach present material that may be very useful for advisors who work with adult students. Not only do they describe Gardner 's Multiple Intelligence (MI) theory, the authors define the theory as it can be applied to adult learners. They build upon MI definitions as they describe classroom applications and provide reflections from teachers, researchers, and students.

Howard Gardner originally identified seven intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal . He has since added naturalist to the list and has suggested that there may be additional ones yet to be identified. Gardner theorized that everyone possesses these eight or more intelligences but not in equal amounts. Rather, each student is unique and can be defined as individual learners with certain learning strengths and challenges. The learning strengths and challenges are not static and may change over time depending upon experiences. Building upon his theory, Gardner pointed out that in practice each student should have an opportunity to demonstrate his or her skills and understand the classroom materials in ways that are comfortable. The comfort level is developed through teacher and student understanding of the student's unique set of intelligence strengths and challenges.

Most practitioners would agree with the theoretical underpinnings that Gardner has put forth but might initially think it impossible to offer such an education to a full class of students. Anticipating their concerns, Viens and Kallenbach worked with a group of teachers/researchers to put the theory into practice with adult learners in literacy programs. They offer concrete examples of how MI theory individualization can be attained, and they provide lesson formats that can serve as inspiration or starting points for developing techniques and strategies for use in and out of the classroom. Teacher/researcher and student comments and reflections are also included to assist the reader in understanding motivations and outcomes of these two groups.

While this book was not written specifically for advisors, knowledge of Gardner 's theory and the opportunity to explore how the theory can be applied in and out of the classroom can offer insights for use in advising sessions and advising seminars. I was especially struck by the use of this theory as a tool for student self-reflection and self-understanding. Should this book be required advisor reading? No! However, for a seasoned advisor looking for new ways to assist adult students as they work through their educational issues, this might be just the book they need.