Given that science and science education are undergoing a climate change, the author suggests a re-envisioning of undergraduate research assessment. He argues that continuation of research into the processes and benefits of undergraduate research opportunities for undergraduates will need to decrease focus on student dispositions and increase attention to the external validity of programs. Common dispositional terms such as persistence and identity should give way to the study of student decision making, judgment, and communication. Student adaptability to diverse academic and personal pressures will aid in the understanding of student success.