  Laboratory courses are key components of most undergraduate physics programs.
Lab courses often aim to achieve the following learning outcomes: developing
students' experimental skills, engaging students in authentic scientific
practices, reinforcing concepts, and inspiring students' interest and
engagement in physics. Some of these outcomes can be measured by the Colorado
Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), a
research-based assessment that measures students' views about experimental
physics. We used E-CLASS at the University of Colorado Boulder to measure
learning outcomes during a course transformation process in which views about
experimental physics were reflected in the learning goals. We collected over
600 student responses per semester from the large introductory laboratory
course, both before and after implementing the course transformation. While we
observed no statistically significant difference in overall post-instruction
E-CLASS scores before and after the transformation, in the transformed course,
student responses to three E-CLASS items that related to the goals of the
transformation were more favorable than in the original course.
