Title: Associate Professor Emeritus
Company: State University of New York at Buffalo
Location: Williamsville, New York, United States
Carol Hosenfeld, Associate Professor Emeritus at State University of New York at Buffalo, has been recognized by Marquis Who’s Who Top Educators for dedication, achievements, and leadership in education theory.
Upon earning a Bachelor of Arts in voice from Barnard College, Dr. Hosenfeld went on to achieve a Master of Arts in pronunciation punctuation from Middlebury College. Continuing her education, she attained a Doctor of Philosophy from Ohio State University in 1972, where she found inspiration from her advisor, Dr. Gilbert Gyres, who was instrumental in refocusing education on the learner. In her own teaching career, Dr. Hosenfeld taught at the University of California, Los Angeles, as well as in Nigeria and Pennsylvania. In 2016, she attained the title of associate professor emeritus in the Department of Learning and Instruction at the State University of New York at Buffalo.
Reflecting on her career thus far, the highlight of Dr. Hosenfeld’s career was when her article on researching the reading strategies of successful and non-successful language learners was published in 1977. This work led her to accept the Paul Pimsleur Award and she has citations for that research that is currently at 628, including an international audience. In addition, she is proud that a large component of her students has been successful in their professional endeavors, along with receiving the honors of multiple high teaching awards for her undergraduate and graduate courses.
To remain abreast of her industry, Dr. Hosenfeld currently maintains membership with the TESOL Quarterly and Applied Linguistics. She attributes her vast success to meeting the right significant people at the right time, along with diligent work ethics. Looking ahead, Dr. Hosenfeld aims to have her own publication in hand with a manuscript focusing on a learning teaching view of second language learning rather than the preaching learning, which has made a change in the past years of teaching regarding learning styles, beliefs, individuals differences, successful and non-successful learning strategies, linguistics and structure of person intents. Likewise, she aims to make many activities and changes at a corporate instruction of inner selves of dialoguing.
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