  Recently, there have been several national calls to emphasize physics
practices and skills within laboratory courses. In this paper, we describe the
redesign and implementation of a two-course sequence of algebra-based physics
laboratories at Michigan State University called Design Analysis Tools and
Apprenticeship (DATA) Lab. The large-scale course transformation removes
physics specific content from the overall learning goals of the course, and
instead, uses physics concepts to focus on specific laboratory practices and
research skills that students can take into their future careers. Students in
DATA Lab engage in the exploration of physical systems to increase their
understanding of the experimental process, data analysis, collaboration, and
scientific communication. In order to ensure our students are making progress
toward the skills outlined in the course learning goals, we designed all of the
assessments in the courses to evaluate their progress specific to these
laboratory practices. Here, we will describe the structures, scaffolds, goals,
and assessments of the course.
