Abstract Background Studies of faculty engagement in efforts to innovate and impact how engineering students are educated and experience their education focus on majority populations, overlooking the influences of role type and institutional context. To support more faculty, stories of underexplored populations must be elevated. Purpose/Hypothesis This study examines the strategic actions of engineering instructional faculty to support their students' experiences at Hispanic‐serving institutions (HSIs). Particularly, it seeks to identify the factors influencing faculty actions using the Contextualized Theory of Professional Agency for Impact in Engineering Education. Design/Method As part of a larger case study, we conducted semi‐structured interviews exploring the experiences of 17 instructional faculty from six HSIs across two US regions. We analyzed the data using narrative analysis techniques and persona development methods from design research. Results The resulting five personas, fictionalized faculty representations, revealed six factors that influenced their agency toward educational change. A faculty member's social identity, perceptions of their professional autonomy, motivation for being an instructional faculty, and any preconceived notions they held about students influenced their agency. Feedback from students, departments, and institutions also influenced their agency, either reinforcing their motivation to pursue change efforts or driving adaptive strategic actions. Conclusions The findings from this study enhance our understanding of faculty populations at the margins, whose work affects the experiences of a high number of diverse learners. The resulting personas and influencing factors can guide the creation of tailored professional development programs to promote educational change within these institutions.
Perez et al. (Wed,) studied this question.