This document is a general consensus report from the college and university teachers who took part in a workshop on entry-level undergraduate courses in science, mathematics, and engineering. The workshop was in response to an assessment made by a Sigma Xi National Advisory Group (NAG) in its 1989 report on undergraduate education in science, mathematics, and engineering. That report identified entry-level courses in these areas to be the "watersheds" that determined the place of science, mathematics, and engineering in the lives of those who go to college and determined the vitality of the academic departments in these disciplines. The participants in both NAG and the workshop were selected so as to achieve maximum diversity in disciplines, types of academic institutions, and the U.S. population (including the traditionally underrepresented). The intent was for these groups to identify and, to some degree, analyze problems and issues common to multiple disciplines and multiple types of institutions. Sections 2, 3 and 4 of this report present a collective participant perspective of: (1) the needs and problems of entry-level students; (2) the role of the faculty in delineating missions of entry-level courses, initiating change and bringing about change consistent with those missions; and (3) the role of institutions and their administrators in facilitating creative structuring and restructuring of curricula and creative teaching of entry-level courses. Section 5 deals with the role of assessment in undergraduate science courses. A list of participants, section 1 of the Sigma Xi NAG report, abstracts of papers presented at the workshop, a general education program built around the concept of evolution, and participant initiatives are appended. (KR)