Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, undergraduate students registered for a letter-graded research course, and faculty supervising undergraduate research experiences were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented. Undergraduate students were subsequently surveyed on their 2015 and 2020 fall semester research course experiences. At baseline, most students did not receive a course syllabus (87%), however, they were verbally informed of research expectations (89%). Grades were determined by attendance and participation, and these findings were confirmed by the faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of course expectations and assessment criteria.