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A fraction of the lab grade is determined by peer and self assessment, using \catme\ \citep{Loughry_2007,Ohland_2012,Loughry_2014} and by participation, as observed by the instructor. The students periodically receive a link to a \catme\ peer evaluation form, in which they assess their team's work on recent labs. The goals of this peer assessment are 1) to stress the importance of being a patient, generous, and hard-working collaborator; 2) to think critically about one's own work and to measure that work against one's own expectations; and 3) to encourage all team members to contribute equally.  Whenever possible, the lectures incorporate in-class exercises for which collaboration is encouraged. Figure \ref{fig:sample-datasets} and its associated \ipython\ notebook is an example of such an in-class activity. In addition, discussion questions are frequently posed. An archetypical A typical  lecture consists of a 10--15 minute presentation, followed by one or more questions that the students discuss collaboratively in small groups for 5--10 minutes. While the students are working, the instructor and TA circulate around the room to answer questions and to monitor progress. As the discussion winds down, the scope is brought back to the class as a whole, with comments solicited from various groups. The outcome of the discussion is then used to motivate the next topic of the lecture.