Emerging Discipline-Based Education Researchers' Sense of Community

We investigate common challenges and success Emerging Discipline-Based Education Researchers (EDBERs) experience in entering and navigating research communities. Because EDBERs are often transitioning from traditional research, they face distinct challenges generating and navigating a new community. We interviewed participants from Professional-Development for Emerging Education Researchers (PEER) Institute field schools, which aim to bolster theoretical and methodological expertise and to foster research communities. Participants discussed two distinct impacts on their sense of community: ongoing collaboration with colleagues met at a field school and access to a wider PEER participants community.