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Publications
Tarchinski, N. A., Colclough, T., Atkinson, A., Bonem, E., Emery, N., Farrar, V., Gonin, M., Guberman, D., Louson, E., Mahavongtrakul, M., McKay, T., Molinaro, M., Motika, M., Muñoz Rojas, L. A., Pol, H., Saichaie, K., Smart, K., Stowe, M., Turman, N. T., Thomas Vest, J. M., & Sweeder, R. (Forthcoming). Centering student perspectives and equity data in a multi-institutional learning community program. To Improve the Academy: A Journal of Educational Development, 44(2). https://doi.org/10.3998/tia.7082
Calderón, F., Colclough, T., & Meskhidze, H. (2025). Feminist and Trauma-Informed Approaches to Teaching Formal Philosophy. Hypatia, 1–31. https://doi.org/10.1017/hyp.2025.10025
Colclough, T. (2024). Components of arithmetic theory acceptance. Synthese, 203(32). https:doi.org/10.1007/s11229-023-04465-z
Colclough, T., Howitz, W., Mann, D., Kearns, K., & Hoffmann, D. (2023). Meanings of community: Educational developers experience care, satisfying contributions, and belonging in a collaboration across institutions. To Improve the Academy: A Journal of Educational Development, 42(2): 9. https://doi.org/10.3998/tia.2637
Hooper, A., Hyder, M., Colclough, T., & Mann, D. (2023). Re-envisioning learning through a trauma-informed lens: Empowering students in their personal and academic growth. Journal of the Scholarship of Teaching and Learning, 23(3), 74-94. https://doi.org/10.14434/josotl.v23i3.35234
Projects/articles under construction
Can set theorists be intellectually virtuous?
This project investigates existing intellectual virtue frameworks in the context of set theory. I argue we should think about intellectual virtues slightly differently in set theoretic contexts.
The warrant of arithmetic theory acceptance
If, on the basis of accepting a system of axioms S, we are warranted in accepting additional principles which are not immediately available in S, then what is the nature of that warrant? This project explores warrant as entitlement and justification in mathematical settings.
Trauma-informed pedagogy​
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This project evaluates the impact of a trauma-informed approach on student learning experiences in an interdisciplinary logic course.
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