My research focuses on introductory college-level physics labs. What do students learn? How can we help them learn better? And what does learning in the lab offer that learning in lecture does not? During my PhD, I have been developing labs that introduce students to the nature of scientific measurement while also developing a conceptual understanding of measurement and uncertainty, a procedural toolbox for handling and analyzing data, and critical thinking behaviours to reason about data scientifically. I am generally interested in how student epistemologies interact with their learning in the lab and how to foster more productive epistemologies and attitudes. In the future, I plan to examine how the pedagogy we have developed transfers to other disciplines, higher-level lab courses, and to undergraduate research experiences. I am also interested in gender and diversity issues in the lab, given that students spend a lot of their time in a lab working on computers and hands-on experiments. I have also worked closely with our teaching assistant professional development program, evaluating and improving how we train our teaching assistants and prepare them for their duties in the classroom as well as their potential future careers as instructors. To learn more about our introductory physics lab course structure and to access some available resources, visit sqilabs.phas.ubc.ca.