This chapter will explore the impact of the COVID-19 pandemic on the higher education industry. Specifically, there will be a discussion of the exponential growth of videoconferencing tools for higher education purposes. The effects of the communication technology tool on the college classroom will be explored, including how faculty and students experience the synchronous, virtual classroom. Parts of the communication process and how they differ in face-to-face and videoconference class will be outlined. The concept of Zoom fatigue will be defined and examined, in relation to the communication process. Recommendations for effective use of videoconferencing in the college classroom will be provided.

When COVID-19 forced colleges and universities to abruptly transition their in-person courses online in spring 2020, many professors instinctively turned to videoconferencing tools as a substitute for face-to-face interactions. The extensive implementation of synchronous online instruction through videoconferencing presented various opportunities and challenges for faculty and students. Notably, users quickly identified a new phenomenon that the popular press labeled Zoom fatigue. This study presents findings from a qualitative case study on videoconferencing use, its effects, and the problem of Zoom fatigue in higher education. The faculty and student experience with the synchronous, virtual classroom and Zoom fatigue is explored. A theoretical model of Zoom fatigue is presented. Finally, recommendations for the effective use of synchronous online instruction are shared. This study advances a working model of Zoom fatigue to explain the multi-dimensional factors that cause it. The mediated, virtual communication environment offers opportunities and challenges for participants to navigate as they attempt to answer, “Who’s Zooming’ who?”

Mentoring plays an essential role in preparing the next generation of higher education leaders. This chapter will examine the role of mentoring on college campuses, describe its impact on faculty and staff growth, and highlight its function in leadership development. A background of mentoring research, including a discussion of its benefits, types, and stages will be shared. The chapter investigates the idea of mentors encouraging colleagues to become leaders through example, shared knowledge, and encouragement. A relational leadership theoretical perspective as it applies to mentoring provides a lens for understanding how mentoring and leadership intersect. Further, the chapter will consider the effect of gender on mentoring and mentoring in higher education. Results from a study conducted about mentoring relationships in higher education, leadership, and gender will be presented.