Early career faculty are undergoing a stressful transition period and actively negotiating their professional identity. The COVID-19 pandemic has changed the daily activities in early career faculty's personal and professional lives and thus complicated the negotiation process. This study explores how engineering faculty members redefine and reconceptualize what it means to be in their early career during the COVID-19 pandemic. Through an emergent qualitative coding technique, we identified two themes: 1) the blurring of personal and professional boundaries, and 2) the renegotiation of different identities. The findings offer insights into how to better support early career faculty and allow them to balance these different dimensions of their academic identities.