  Laboratory courses are an important part of the undergraduate physics
curriculum. During physics labs, students can engage in authentic, hands-on
experimental practices, which can prepare them for graduate school, research
laboratories, and jobs in industry. Due to the COVID-19 pandemic in spring
2020, colleges and universities across the world rapidly transitioned to
teaching labs remotely. In this work, we report results from a survey of
physics lab instructors on how they adapted their courses in the transition to
emergency remote teaching. We found that the instructors who responded to the
survey faced numerous challenges when transitioning their classes to remote
instruction, particularly in providing students with a similar experience to
the in-person labs. In addition, we identified common themes in the
instructors' responses including changing learning goals of the courses to be
more concept-focused, reducing group work due to equity and technological
concerns, and using a variety simulation tools, as well as report on factors
that the instructors hoped to continue once they have returned to in-person
instruction.
