{"id":75648,"date":"2026-04-02T08:41:41","date_gmt":"2026-04-02T12:41:41","guid":{"rendered":"https:\/\/blog.utc.edu\/news\/?p=75648"},"modified":"2026-07-15T17:13:44","modified_gmt":"2026-07-15T21:13:44","slug":"why-research-matters-building-confidence-beyond-the-classroom","status":"publish","type":"post","link":"https:\/\/blog.utc.edu\/news\/2026\/04\/why-research-matters-building-confidence-beyond-the-classroom\/","title":{"rendered":"Why research matters: Building confidence beyond the classroom"},"content":{"rendered":"
\"Colin

UTC electrical engineering major Colin Keeter explains his research, titled “Leveraging software-defined radio and adversarial learning to circumvent specific emitter identification-based security.” Photo courtesy of Colin Keeter.<\/p><\/div>\n

For Dr. Lisa Piazza, director of the Office for Undergraduate Research and Creative Endeavor at the University of Tennessee at Chattanooga, undergraduate research extends far beyond simply reading articles and analyzing information.<\/p>\n

\u201cResearch skills are life and job skills,\u201d Piazza said. \u201cYou\u2019re problem-solving. You\u2019re thinking critically. You\u2019re building leadership and communication skills.\u201d<\/p>\n

At UTC, undergraduate research allows students in any major to join existing projects or design their own. They develop research questions, investigate answers and often present or publish their findings. But Piazza says the real transformation happens internally.<\/p>\n

\u201cIn the beginning, there\u2019s that question: \u2018Can I do this?\u2019 By the time they finish a project, they see what they\u2019re capable of,\u201d she said.<\/p>\n

That confidence, she explained, becomes a powerful advantage. Strong grades alone are no longer enough in today\u2019s competitive job market. Students need experiences that help them stand out.<\/p>\n

\u201cIt\u2019s not enough anymore just to do really great in your classes and have that degree in hand,\u201d Piazza said. \u201cYou really need to bring more to the table.\u201d<\/p>\n

Research experience helps students build a portfolio for graduate school, medical school or their first career step. Many projects are also community-based, allowing students to work with local nonprofits and businesses.<\/p>\n

Still, Piazza said one of the biggest misconceptions is that research \u201cisn\u2019t for me.\u201d<\/p>\n

\u201cWe hear that often\u2014\u2018I\u2019m not ready,\u2019\u201d she said. \u201cBut this is for anybody who wants to build those skills.\u201d<\/p>\n

Through workshops, consultations and new programming, her office works to make research more accessible.<\/p>\n

\u201cThese are the ways that you can stand apart and get to that next step,\u201d Piazza said.<\/p>\n

A look at some of the undergraduate research being conducted by UTC students.<\/p>\n

\"Gracie

Gracie Crooks has shared her research work at conferences across the country, including the Joint Mathematics Meetings in Washington, D.C. Photo by Angela Foster.<\/p><\/div>\n

\u201cResearch really teaches you how to ask questions\u201d<\/em><\/h4>\n

Gracie Crooks, a junior double majoring in mathematics and physics, began her undergraduate journey with a simple email and a willingness to step into something new.<\/p>\n

\u201cI sent an email saying I didn\u2019t know anything about research,\u201d said Crooks, who is also a member of the Innovations in Honors program in the UTC Honors College. \u201cI just wanted to get involved.\u201d<\/p>\n

At the time, Crooks had completed only Calculus II, yet she joined a research project focused on differential equations. Unfamiliar with the subject, the Chattanooga native leaned on mentors who encouraged curiosity and communication.<\/p>\n

\u201cThey don\u2019t expect you to already know everything,\u201d she said. \u201cResearch really teaches you how to ask questions and admit when you don\u2019t understand something yet.\u201d<\/p>\n

That experience changed the way she approached learning. Crooks began to see education as an ongoing process of exploration rather than focusing too much on grades and memorizing formulas.<\/p>\n

\u201cYou learn how to teach yourself,\u201d she said. \u201cYou\u2019re reading papers, figuring out what\u2019s useful and learning entirely new topics on your own. That independence is something you don\u2019t always get in a classroom.\u201d<\/p>\n

Crooks said research has helped her connect ideas she has learned in her different classes and coursework. She also learned how to communicate complex ideas clearly to different audiences.<\/p>\n

\u201cNot everyone shares your background,\u201d she said. \u201cResearch forces you to explain what you\u2019re doing and why it matters.\u201d<\/p>\n

Crooks has shared her work at conferences across the country, including the Joint Mathematics Meetings in Washington, D.C., which became one of the most meaningful parts of her college experience.<\/p>\n

\u201cResearch has probably been my favorite part of college,\u201d Crooks said. \u201cIt opened doors I didn\u2019t even know existed.\u201d<\/p>\n

She emphasized that research is not reserved for experts.<\/p>\n

\u201cYou don\u2019t have to feel ready,\u201d she said. \u201cResearch is where you grow your confidence.\u201d<\/p>\n

#\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #<\/p>\n

\u201cWhat happens when the student who needs support is also the person others go to for help?\u201d<\/em><\/h4>\n

For Katherine \u201cKat\u201d Kahne, a junior double majoring in professional writing and pre-professional biology, undergraduate research became meaningful through personal experience rather than external ideas.<\/p>\n

Kahne, who grew up near Memphis, noticed that while working as a peer tutor, there was a gap in conversations regarding disability support in academic spaces.<\/p>\n

\u201cI noticed there was a lot of material about supporting students with disabilities,\u201d Kahne said, \u201cbut not much about how student tutors or peers were supported in the same way.\u201d<\/p>\n

Her research focuses on disabilities and neurodivergence within writing centers, exploring how students who need accommodations themselves navigate positions of academic leadership. Drawing on her own experience with ADHD and dyslexia, Kahne became interested in how language and academic culture shape perceptions of ability.<\/p>\n

\u201cWhat happens when the student who needs support is also the person others go to for help?\u201d she asked.<\/p>\n

Through her research, Kahne examines how discussions about disability are often framed in binary terms, labeling individuals as either \u201cnormal\u201d or \u201cother.\u201d She believes reframing the language and mindset can help create more inclusive learning environments.<\/p>\n

One way her research has influenced her is how she approaches tutoring. Instead of focusing only on assignments and tests, Kahne asks students what worries them about their writing, often discussing past experiences that affect confidence rather than determining one’s skill level.<\/p>\n

Undergraduate research, she said, allows students to explore interests they may never have considered otherwise.<\/p>\n

\u201cGetting into research gives you a window into what you want to do with your life or what you absolutely never want to do again,\u201d Kahne said.<\/p>\n

She described research as a way to advocate for others.<\/p>\n

\u201cEven if you\u2019re scared or unsure,\u201d she said, \u201cresearch might lead you somewhere you never expected.\u201d<\/p>\n

\"Dr.

Dr. Andrew Bailey, left, students Chloe Wesson and Caroline Jacobs and Dr. Ryan Zwart recently presented research titled \u201cBalancing Place, Preservation, and Public Benefit: A Recreation Feasibility Study of Public Land.\u201d Photo courtesy of Chloe Wesson.<\/p><\/div>\n

\u201cI think research can sound intimidating or boring, but it\u2019s actually really fun, creative and a great way to connect with your community\u201d<\/em><\/h4>\n

Chattanooga native Chloe Wesson, a senior majoring in sport, outdoor recreation and tourism management, became involved with undergraduate research after a professor invited her to assist with a research project examining the future of McDonald Farm\u2014a large property in Hamilton County originally intended to become an industrial park.<\/p>\n

\u201cI thought it was really interesting because it had to do with a public piece of land in Chattanooga,\u201d Wesson said. \u201cResearch kind of felt like the practical application to my major.\u201d<\/p>\n

Wesson worked alongside professors, fellow students, and community members to study how the land might be used most effectively. The team toured the property to better understand the landscape and then created surveys to gather feedback from residents.<\/p>\n

The responses revealed that the public was interested in preserving the space for recreation rather than development.<\/p>\n

Since the research began, the McDonald Farm is planned to become Tennessee’s newest state park.<\/p>\n

\u201cSeeing how involved the community was and how much people care about their public spaces was really inspiring,\u201d she said.<\/p>\n

Wesson said research helped her develop skills that extend beyond the classroom, including communication and confidence.<\/p>\n

\u201cApproaching people and asking them to take a survey really helped me become more comfortable talking with others,\u201d she said.<\/p>\n

She described that research ultimately deepened her appreciation for her field and its impact on others.<\/p>\n

\u201cI think research can sound intimidating or boring,\u201d she said. \u201cBut it\u2019s actually really fun, creative and a great way to connect with your community.\u201d<\/p>\n

#\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #\u00a0 \u00a0 \u00a0 #<\/p>\n

\u201cIt\u2019s taught me how to ask questions, network for participants and step out of my comfort zone\u201d<\/em><\/h4>\n

For Daniela Salas Lopez, a senior social work major from Mexico, undergraduate research was a way to better understand her personal experience and that of others going through similar situations.<\/p>\n

\u201cI moved here four years ago and didn\u2019t speak English,\u201d she said. \u201cI know there are a lot of people who go through that and there\u2019s not enough awareness.\u201d<\/p>\n

Salas Lopez, a member of the Innovations in Honors program, focused her honors thesis on researching how bilingual individuals can experience emotional detachment when using a second language. An observation she made was that when speaking English, she is more inclined to be reserved and academic, while Spanish connects more to her emotions.<\/p>\n

\u201cI can argue in English for hours,\u201d she said, \u201cbut if I were to argue in Spanish, I would start crying immediately.\u201d<\/p>\n

As her first research project, Salas Lopez faced some challenges reading academic literature in her second language but found guidance through her thesis committee.<\/p>\n

\u201cIt\u2019s taught me how to ask questions, network for participants and step out of my comfort zone,\u201d she said.<\/p>\n

Her research adds insight into how language can shape personality and one\u2019s emotional experience.<\/p>\n

\u201cIt\u2019s not in my head,\u201d she said. \u201cYou do change personalities, and the way you process emotions is different.\u201d<\/p>\n

\"Colin

Electrical engineering major Colin Keeter (photo courtesy of Colin Keeter).<\/p><\/div>\n

\u201cYou\u2019re going to fail a lot, and that\u2019s OK. Most researchers before us did the same thing. You just have to keep pushing, keep asking questions and see where it takes you\u201d<\/em><\/h4>\n

For senior electrical engineering major Colin Keeter, research was something very new at first.<\/p>\n

\u201cI originally didn\u2019t know much about research or how I could make a difference,\u201d said the Hendersonville, Tennessee, native.<\/p>\n

He got connected to UTC\u2019s undergraduate research program, which led him to Dr. Donald Reising, and that is where things took off. Together, they worked on software-defined radios, examining how signal features change under experimental or degrading conditions.<\/p>\n

Their work eventually led to new publications. Last summer, Keeter analyzed data from a partnering department in Indiana, applying the concepts he had been exploring in the lab.<\/p>\n

He describes research as \u201cthe closest thing to actually proving something that nobody has ever seen or explained before.\u201d<\/p>\n

Keeter explained there were some challenges faced as well.<\/p>\n

\u201cYou\u2019re going to fail a lot, and that\u2019s OK,\u201d he said. \u201cMost researchers before us did the same thing. You just have to keep pushing, keep asking questions and see where it takes you.\u201d<\/p>\n

Some of the best parts of research, Keeter said, are that it has helped him gain professional skills, develop problem-solving skills and understand the importance of preparing future engineers and innovators.\u201cNot to mention the countless contacts and relationships that I have achieved through most events granted to me by doing research.\u201d<\/p>\n

\u201cEven if you don\u2019t plan to stay in research, it shapes you in ways you don\u2019t expect,\u201d he said. \u201cIt helps with imposter syndrome and opens doors you might not even know exist. Honestly, if you\u2019re thinking about doing research, just do it. Hands down.\u201d<\/p>\n

Learn more<\/h4>\n

UTC Office of Undergraduate Research and Creative Endeavor (URaCE)<\/a><\/p>\n

UTC Spring Research and Arts Conference webpage<\/a><\/p>\n

Visit UTC<\/a><\/p>\n

How to apply<\/a><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

For Dr. Lisa Piazza, director of the Office for Undergraduate Research and Creative Endeavor at the University of Tennessee at Chattanooga, undergraduate research extends far beyond simply reading articles and analyzing information. \u201cResearch skills are life and job skills,\u201d Piazza said. \u201cYou\u2019re problem-solving. You\u2019re thinking critically. You\u2019re building leadership and communication skills.\u201d<\/p>\n

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