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In   this  work-­in-­progress,  we  will   illustrate  how  we  used  two  collaborative,  qualitative  research methods   to   narrate   the   experiences   of   six   engineering   education   researchers   (EERs)   as   we transition   into  new  faculty   roles  within   the  EER  community.  To  explore   this  phenomenon,  we developed  a  community  of  practice  where  we  shared  our  experiences  and  informed  our  practice through  written  reflections  and  weekly  meetings.  Using  the  Q3  qualitative  research  framework  as a  guide  for  establishing  procedures,  we  combined  elements  from  collaborative  autoethnography and  collaborative  inquiry  to  narrate  our  experiences.  We  analyzed  a  subset  of  our  first  semester reflections  to  understand  the  challenges  we  faced  in  our  new  positions  and  support  we  received from  our  weekly  meetings.  We  found  the  time  management  of  teaching,  research,  and  service  to be  overarching  challenges.  Additionally,  the  support  from  our  weekly  meetings  provided  a  sense of  community  and  place  to  receive  advice  to  address  these  and  other  challenges.  We  found  that the  proposed  collaborative  qualitative   research  methodology  was  useful   for  not  only  exploring the  experiences  of  new  faculty,  but  also  supporting  the  development  of  EERs.

Narrating the Experiences of First-year Faculty in the Engineering Education Research Community: Developing a Qualitative, Collaborative Research Methodology