Food, energy and water (FEW) are critical systems for humanity and subject to rapidly growing global demand compounded by climate change. The inter-dependency among these resources is multifaceted and complex, requiring an effective and coordinated Nexus approach. These challenges provide a rationale for sustained, systemic, and interdisciplinary educational efforts focused on food, energy and water systems in a wide array of educational contexts. The National Collaborative for Research on Food, Energy, and Water Education (NC-FEW) is an NSF-funded, emergent, transdisciplinary community of postsecondary educators and discipline-based education researchers from diverse disciplinary backgrounds engaged in sustained network- and capacity-building. Here, we present preliminary findings from an onboarding survey of 165 members of the NC-FEW community, primarily postsecondary faculty from a diverse array of disciplines, to better understand the depth of their FEW-Nexus knowledge base, confidence with FEW-Nexus teaching and education research, and sense of community affiliation. Results show that NC-FEW members are able to characterize FEW-Nexus concepts with approximately 56.57% accuracy. Participants were more confident about general teaching & research abilities (Mean=3.8) than with FEW-Nexus teaching & research proficiency (Mean=3.3). One-way ANOVA test showed a statistically significant effect of 'Professional Roles' and 'Disciplinary Identities' on FEW-Nexus teaching and research confidence at p<.05 level. Also, results demonstrate that participants feel connected to the community of FEW-Nexus educators only 'To some extent' (Mean= 2.28). Multiple regression analysis indicated positive impact of community interaction on teaching confidence, research confidence, and sense of belongingness to the community and vice-versa. These findings highlight the importance of boosting members' confidence and strengthening their sense of community affiliation to enhance their knowledge of the FEW-Nexus, as well as their Nexus-focused teaching and education research , therefore having important implications for ongoing NC-FEW community activities and broader postsecondary reform efforts.