  Recently, there has been increased attention to improving laboratory
instruction at all levels. At the introductory level, research results have
shown differing levels of success based on the nature of the desired learning
outcomes. In response to these findings, the University of Colorado's
introductory physics lab course was transformed to improve students'
development of experimental skills and experimental physics epistemology. We
describe the details of the transformation process and initial self-reported
learning gains from the first implementation of the transformed course.
