**By Jana Talley** This installment of DUE Point features the Proofs Project, funded through NSF’s Improving Undergraduate STEM Education (IUSE) program. To facilitate the development of students’ logical reasoning skills in introductory proofs courses, the project team designed instructional strategies and materials to invoke epistemological obstacles. They then provided instructors with professional development to implement these products and restructure their curriculums. These initiatives have broadened the avenues through which students and instructors communicate logical reasoning to one another and are, therefore, expanding the effectiveness of introductory proofs courses. Ultimately, this work positions students to more easily matriculate into advanced coursework. I sat down with the PIs, Rachel Arnold and Anderson Norton, to learn how the project was designed and how it has impacted the learning experiences of students’ transitioning from computational coursework into proof writing.…