Ph.D in Education, University of Amsterdam, The Netherlands, 2021
M.Ed. in Secondary Education, Boston College, USA, 2007.
Certificate in Massachusetts English Language Assessment-Oral, Boston College, USA, 2007
B.A. in Classical and Near Eastern Archaeology, Bryn Mawr College, USA, 2002
Academic Communication, Center for Individual and Academic Development, Sabanci University, Istanbul, Turkey, 2014-present
Writing Center, Center for Individual and Academic Development, Sabanci University, Istanbul, Turkey, 2007-2014
History Teacher, Commonwealth Academy, Alexandria, Virginia, USA, 2005-2006
History Teacher, George Washington Middle School, Alexandria, Virginia, USA,2003-2005
History Teacher, Accotink Academy, Springfield, Virginia, USA,2002-2003
Conference Presentations & Publication
Sendur, K. A., van Boxtel, C., & van Drie, J. (2021). Undergraduate L2 students’ performance when evaluating historical sources for reliability. English for Specific Purposes, 61, 17-31. https://doi.org/10.1016/j.esp.2020.08.004
Sendur, K.A., van Drie, J. & van Boxtel, C. (2020). Historical reasoning in an undergraduate CLIL course: Students’ progression and the role of language proficiency. Journal of Bilingual Education and Bilingualism, 1-17. https://doi.org/10.1080/13670050.2020.1844136
Altıparmak, S., Çal, V., Stopper, A. & K.A. Sendur (2020). Faculty-oriented assessment of learning: Critical thinking for the social science in B. Akpınar Arslan & P. Gündüz, (Eds.) A practical guide to English language learner assessment in academic context: Principles, practices and reflection, (pp. 54-56) Ankara, Turkey: Black Swan Publishing House
Sendur, K.A., van Boxtel, C., & van Drie, J. (2019, September). The intersection of epistemological beliefs and historical reasoning in students’ writing. Poster presented at the Enhancing Historical Reasoning: Measuring and Developing Students’ Epistemological Understanding Research Seminar, Amsterdam, The Netherlands
Sendur, K.A., van Drie, J. & van Boxtel, C. (2019, August). Features of historical reasoning in undergraduate English language learners’ writing. Poster presented at the EARLI Biennial Conference, Aachen, Germany.
Sendur, K. A. (2018, May). GR501: Teacher Training for Graduate Students. Paper presented at the Sabanci University Education Conference, Istanbul, Turkey.
Kujawski, K., Mengi, E. & Sendur, K.A. (2015) Preparing for Freshman year in E. Gün Alayafi & N. Demirdirek, (Eds.) A practical guide to English language learner development in academic context: Practices and processes (pp. 121-148), Ankara, Turkey: Black Swan Publishing House
Sendur, K.A. (2013, April). Discipline-specific critical thinking: Skills and language. Paper presented at the BALEAP Biennial Conference, Nottingham, UK.
Sendur, K.A. (2013, April). Disiplinlere özgü eleştirel düşünme: beceriler ve dil. Poster session presented at the Eğitimde İyi Örnekler Konferansı, Istanbul, Turkey.
Sendur, K.A. (2011, April). Building academic English skills in critical thinking though a content-based project. Paper presented at the BALEAP Biennial Conference, Portsmouth, UK.
Sendur, K.A. (2009, June). Running an effective support system. Paper presented at the Columbia University Teachers College Summer Institute, Istanbul, Turkey.
Areas of Interest
Writing instruction, multiple text comprehension, English language learners (ELL), epistemological beliefs in history, historical reasoning