In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared.

Despite rapidly increasing presence of international students seeking career guidance and opportunities in the United States, existing counseling literature offers limited perspectives on how counselors can support this community using strengths‐based and culturally responsive approaches. Addressing this long‐standing gap, we offer this conceptual scholarship discussing career mapping as a dialogical and critical‐constructivist strategy for career counselors to help international students understand their life story, strengths, and barriers in the context of career development, and plan their actions accordingly. Implications for practice are also offered.