Ken Ridgway has been active in research in the field of science education on the reform of undergraduate science courses. Currently, I am interested in research on the career development of science and mathematics teachers as it relates to undergraduate curriculum. A growing number of educators have realized that the pre-service education of science and mathematics teachers is a central component to revitalizing science and mathematics education in the United States. Several new studies have shown that many beginning K-12 teachers incorporate the content and teaching styles into their own K-12 classrooms that they themselves observed as university students in introductory courses. Introductory courses at many major research universities tend to be high enrollment classes that use "assembly line" teaching techniques. Students are expected to give the one "right" answer to a problem and then proceed to new material. This approach extends even into the laboratory parts of science courses. In chemistry lab courses, for example, students are given an "unknown" substance and are expected to give the correct identification. This style of teaching puts more emphasis on correct answers than on inquiry and curiosity-driven science. If K-12 teachers are adopting the teaching styles observed from high enrollment introductory courses at major universities, it is not surprising that many K-12 students find science boring and uninspiring. To improve high enrollment introductory courses. I have been working with Gerald Krockover (Dept. Education) and Louis Sherman (Biological Sciences) on NSF supported research to reform the undergraduate science curriculum at Purdue University. We are in the process of redesigning several introductory courses in biology, chemistry and earth sciences.