Where Are Your Students?

It is that time of year. Today is Halloween. Veteran’s Day and Fall Break are around the corner and students are disappearing. Some of them are sick, others are traveling for school or fun, and others may be homesick. Gazing out into a half-full classroom usually fills me with anxiety on a few levels. I’m wondering how the class is going to go, and I’m also dreading the deluge of emails about making up missed work and class time. 

One remedy to this annual tradition is to consider an alternative format for your classes. Hyflex classes, where a variety of modalities might be implemented, allow students to have more flexible learning experiences. In a recent episode of the Teaching in Higher Ed podcast thought leader David Rhoads and Bonni Stachowiak made the point that flexible teaching front-loads instructional work and often saves you as the instructor time in the long run because you deal with far fewer edge-cases where students are not in class. 

You might have tried this during the pandemic and had a terrible experience, or maybe you tried it and loved it, but it seemed like the momentum on campus was back towards traditional face-to-face teaching. Regardless, we have the tools, experience, and now the research on what works and what does not. Join us for a workshop on Wednesday to explore the ChicoFlex modality and why it might be a good fit for you moving forward. 

Why you should attend this workshop and consider ChicoFlex:

  • Expand enrollment in your program by offering flexible arrangements. 
  • Utilize technology that is already available and in rooms all over campus. No need to write a grant to get what you need. 
  • Lower your workload by preemptively building flexibility for students who are sick or traveling. 
  • Research from our campus and around the country indicates flex arrangements maintain or even expand student success.

November 1, 12-1 p.m.
MLIB 045 or Zoom
Led by: Katie Mercurio, Tina Lewis, Kathy Fernandes, and Zach Justus

Professor leading a classroom of students with a chalkboard and computer resources

Figure 1: Professor leading a classroom of students with a chalkboard and computer resources

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

Course Materials…Already?

It is that time of year again! The weather is cooling down and my daughter is changing her mind about a Halloween costume every weekend so it must be…time to select Spring textbooks?

Having the correct course material in place before spring registration in October helps students make course and budget decisions. Reporting your course materials is critical even if you are using library or open educational resources (OER).

Do you know what classes you are teaching?

Are you planning on using the same materials you did last time?

If you answered “yes” to both of these questions you can finish this process in five minutes. Use the Canvas “Account” menu option in the upper left, and then click “Follett Discover”, or you can email your course materials list to wildcatstore@csuchico.edu, and you will be done in a flash.

I know many part-time faculty will not have specific sections yet and schedules can change. However, this is a critical issue for students as they make decisions and early reporting also allows the bookstore time to find lower-priced used materials. I encourage you to consider a department or program-level conversation about selecting predictable materials for classes so the Department Chair can make selections for courses yet to be assigned. 

Speaking of textbooks, if you are looking to find or develop a quality resource to lower costs for students, that also increases the likelihood they will have the materials and read for your class, be on the lookout for our CAL$ application later this fall.  The CAL$ program will run during the Spring semester.

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences
Google Voice/Text: 530-487-4150

Applications for the Initial Slate of FLCs are Due Today

We are trying not to clutter your inbox so we are using this week’s tip to simply remind you that applications for the initial slate of Faculty Learning Communities are due today. There is something here for everyone. 

We are excited to bring you the initial slate of Fall 2023 offerings from FDEV and partners. All applications are live now and are due on Tuesday 9/12 at 11:59pm. Applications will be evaluated by members of the FDEV board or sponsoring units.

This group of programs includes Faculty Development programs and offerings from Undergraduate Education and International Education. We collaborated to try and maximize visibility and accessibility, but we want to be sure those programs receive the credit they deserve. Any questions about the programming broadly should be directed to Interim Director Zach Justus.

Collaborative Online International Education (COIL)
Who: Tenure/Tenure-Track and Lecturers
Format: Synchronous and Online
Compensation: $500
Length: Fall Semester
Contact: Dr. Nan Li
Full Description
Application 

International Education and Global Engagement (IEGE) is offering an opportunity to participate in a Faculty Learning Community (FLC) this fall to assist professors with the implementation of Collaborative Online International Education (COIL) as a course component on our campus. COIL engages your classes with students across the world in discussion, group projects, and/or problem solving, and professors have the opportunity to collaborate in teaching with colleagues across the world.  

Equity, Diversity, and Inclusion in Teaching (EDIT)
Who: Tenure/Tenure-Track and Lecturers
Format: In Person
Compensation: $500
Length: Fall Semester
Contact: Dr. Alisa Wade, Allison McConnell, and Zach Justus
Full Description
Application

The Office of Faculty Development (FDEV) in collaboration with the READI Hub will be offering an Equity, Diversity, Inclusion (EDI) Teaching Series in Fall 2023. The series is led by Dr. Alisa Wade (History) in collaboration with Allison McConnell (TLP). The series includes six workshops, and is designed to offer faculty an introduction to basic concepts of equity, diversity, inclusion, and how they can be implemented in the classroom, to create more equitable and accessible learning environments. 

Quality Learning and Teaching (QLT)
Who: Tenure/Tenure-Track and Lecturers
Format: Asynchronous and Online
Compensation: $750
Length: Fall Semester
Contact: Zach Justus
Full Description
Application

The Office of Faculty Development is partnering with the Technology & Learning Program (TLP) to offer the Quality Learning and Teaching program, which is designed around the QLT evaluation rubric. The course is offered as an asynchronous, self-paced course in Canvas.

STEM Universal Design for Learning (UDL) 
Who: STEM Faculty only (NS and ECC) Tenure/Tenure-Track and Lecturers
Format: Hybrid–all meetings online and in person
Compensation: $1880
Length: Full Academic Year
Contact: Dr. Jamie Linn Gunderson and Zach Justus
Full Description
Application

The Office of Faculty Development is excited to offer an NSF-funded Faculty Learning Community (FLC) focused on the implementation of teaching strategies that support student learning in STEM. 

Supporting Undergraduate Research via Assignment Design
Who: Tenure/Tenure-Track and Lecturers; preference for faculty teaching 100-200 level courses.
Format: in person
Compensation: $250
Length: Three workshop sessions; 2 hours each
Dates: Mondays, Oct 2, 9, & 16 from 9:00-11:00am
Contact: Dr. Kim Jaxon
Application

The Office of Undergraduate Education and Academic Success is offering support for Undergraduate Research. Dr. Kim Jaxon, Coordinator of Undergraduate Research, is leading the workshop series focused on assignment design. These workshop sessions offer an opportunity to design assignments that weave primary research practices into existing courses to support expanded undergraduate research experiences. We know that inviting students to engage in authentic research with faculty is an effective high-impact practice. We also know that mentoring and supporting undergraduate research is time-consuming, often taking place outside the teaching of our courses. We will work with model assignments, design assignments, and support each other as we try out ways to enrich our curriculum with undergraduate research. 

Be on the lookout for additional programs later in the Fall. 

Coming in the Spring
Chico Affordable Learning Solutions (CAL$) with Beth Shook
Teaching Climate Change Resilience (TCCR) with Mark Stemen 

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences

Artificial Intelligence in Fall Classes

Hey folks!

We have received quite a few requests for help with Artificial Intelligence (AI) policies for Fall syllabi. Faculty have had a wide variety of reactions to AI programs that generate language, solve problems, create images, and write code. There is no one-size-fits-all policy for the campus, and we have several workshops on the horizon to help faculty explore some of these new possibilities. For now, you have quite immediate and practical concerns—here is what we are suggesting.

Things to keep in mind

  • The “ignore” disposition with AI is not viable. The tools are here, accessible, and accomplish a wide variety of tasks.
  • You should play around with some of these tools. Google Bard is free. ChatGPT has a free and a premium version. There are a thousand other specialized tools.
  • Consider how AI will change your course overall and specific outcomes/assignments in your course. I (Zach Justus) created a guide with Nik Janos if you are interested in a systematic approach.
  • We strongly recommend you adopt a syllabus policy. Below you will find sample policies adopted from Bryant University by joshuah whittinghill. AI is prevalent with students so if you don’t adopt a policy, students will ask or will use it without knowing what your expectations are.
  • There are legitimate privacy concerns with ChatGPT and other programs. Requiring student usage requires careful consideration.
  • joshuah is developing a series of AI workshops starting with several on AI Syllabus Statements & Detection Tools. Workshop information is below. Some of these workshops are after the first day of the semester. It is okay to make syllabus adjustments during the first week of the semester as long as you notify students.
  • It is important to be aware the tools currently available to detect AI-generated work are inconsistent and may discriminate against non-native English speakers. Therefore as noted in the Chico State’s Integrity Policy, have a conversation with the student(s) before referring the student(s) for violation of Academic Integrity to the Office of Student Rights and Responsibilities.  

Sample syllabi language

  • All Use: AI writing tools such as ChatGPT are welcome in this class, provided that you cite when and how you use the tool. You will be provided with examples of how to cite your use of this tool in your assignments.
  • Some Use: As an instructor I recognize there are a variety of AI programs available to assist in creating text, images, audio, and video. However, I want to stress that, AI programs are not a replacement for human creativity, originality, and critical thinking. Creating is a skill that you must nurture over time in order to develop your own individual voice, style, and view.  During our class, we may use AI  tools.  You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution.  Any use outside of this permission constitutes a violation of Chico State’s Integrity Policy and may result in you being reported to the Office of Students Rights and Responsibilities.
  • No Use: AI writing tools are not permitted for any stage or phase of work in this class. If you use these tools, your actions will be considered academically dishonest, and a violation of Chico State’s Integrity Policy and you may be reported to the Office of Students Rights and Responsibilities.
  • Example of attribution language: “The student generated this assignment in part with [enter tool used here]. Upon generating an initial draft or outline of ideas, the student reviewed, edited, and revised the work to their own liking and takes ultimate responsibility for the content of this assignment.”

Workshop Information

  • Wednesday, August 23 from 11:00 a.m. – 12:00 p.m.
  • Thursday, August 24 from 11:00 a.m. – 12:00 p.m.
  • All workshops will be in the Zoom TLP Lab

Zach Justus
Interim Director of Faculty Development
Professor of Communication Arts and Sciences

Supporting Justice-Impacted Students

Sent on behalf of Dr. Gabby Medina Falzone, as a follow-up to her workshop “Decarcerating the Classroom and Supporting Justice-Impacted Students”

Justice-impacted students, i.e. those who are incarcerated, have been incarcerated, and/or who have/had loved ones incarcerated, are often left out of equity education conversations. All across California, a loose coalition for justice-impacted students, faculty, staff, and allies are developing pathways for those who are justice-impacted to graduate from college.

If you want to learn more about the work being done to support incarcerated and formerly incarcerated college students across California, here are some resources

If you want to learn more about how you personally can support justice-impacted students here are some tips and resources:

  • Use humanizing language and avoid deficit-based or stigmatizing stereotypes. Check out the UC Berkeley Underground Scholars Language Guide and the workshop slides to learn more.
  • Share resources with justice-impacted students in your classes as well as formerly incarcerated potential Chico State students. Here are a few:
    • Root and Rebound “My Education, My Freedom” Toolkit (you can download it here)
    • The California Community Colleges Rising Scholar Network, which provides supports for justice-impacted students at the community college level. 
    • Chico State Rebound Scholars which is a new student org for and by Chico State justice Impacted students and allies. Currently we are meeting Fridays at 5:30pm in Ayres Hall (AYRS) 106. Have your students contact Dr. Gabby Medina Falzone (gfalzone@csuchico.edu) to find out when we will meet next semester.
  • Support Rebound Scholars’ first event. The organization is happy to welcome Shelley Winner, who with share about her journey from incarceration to professional employment, on April 25 at 6pm in BMU 203 (see flyer)
  • Help create a Project Rebound chapter here at Chico State. Currently 14 CSU campuses have a chapter. Chico State is not one of them. Contact Dr. Gabby Medina Falzone gfalzone@csuchico.edu if you are interested. 

Why Aren’t They Reading?

It is late Spring, and you are scanning your classroom as students walk in. To your horror you see textbooks still wrapped in plastic, others that appear to have never been cracked, and many students who arrived with no book at all. Later you reference an example from the text in an activity or lecture only to be confronted with an ocean of blank stares. Your experience is one many of us have had, and we wonder why aren’t they reading?
This is a complicated question without an easy answer. Also, to be fair, many of them are reading. Of the students who are not having a positive experience with the textbook there are many explanations:
  • The book could be dry and inaccessible
  • The book could prove to not be useful
  • The book could be too expensive to buy/rent
  • The reserve copy of the book could be unavailable at the times the student has to study
A report compiled by the Student Public Interest Research Group found some interesting results about textbook usage among students. I would urge you to read part of their report, but I would encourage you to do some of your own research using a variation of their tested items. James Tyler and I worked together to pull four key questions we believe will give you a better understanding of how your students are utilizing their textbooks and what alternatives might be viable:
  • Have you ever decided against buying (or renting a textbook because it was too expensive? (yes or no)
  • If yes, were you concerned that not buying (or renting) the textbook would hurt your grades in the course? (yes, significantly concerned; yes somewhat concerned; no;  not applicable)
  • Does the cost of textbooks impact which classes and/or how many classes you decide to take? ( yes, significantly; yes, somewhat; no; not applicable)
  • All other things being equal, do you think you would do better in a course if the textbook was available free online and buying a hard copy was optional? ( yes, significantly better; yes, somewhat better; no; not applicable)
If you would like to distribute these to your class, but need some help and have some additional items you would like to use email us at FDEV@csuchico.edu, and we will do the work for you.
 Related image
For 2017/18 Faculty Development and Statistics professor Edward Roualdes have secured a $50,000 grant to encourage the adoption for lower cost course materials, so if you want to explore some of these options to increase access for your students, your window of opportunity is now. These are complicated issues with a variety of perspectives. Read this recap of a recent debate if you think otherwise. We encourage you to consider working with us next year to lower costs and increase access for students at Chico. Please fill out this form if you are—this is not really an application, just a way for us to stay organized. If you have a high cost textbook and want to work with some folks to explore alternatives, you are in.
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What do they need to know?

Welcome to the second week of the semester!

As students settle into the rhythm of their courses they will also be settling into old patterns. You have the opportunity to intervene and many of you do by highlighting the behavior of historically successful students. Maybe your course is supported by Supplemental Instruction through the Student Learning Center and you know if they go regularly, they will probably pass. Maybe your course uses online videos and you know students who watch in advance of the class always do better. Sharing this information with students is almost always appreciated and can lead to student success, but it is our responsibility to make sure we are sharing the right information. When I taught the public speaking course I assumed the students who failed were getting low speech grades. It was actually much more common that if they were failing they were missing the weekly quizzes. This information changed the advice I gave students and how I trained my Teaching Associates.

In light of that, I have homework for you. Go back through grades from one or two semesters to look at some landmark assignments like the first exam or project. Even if you are not fluent in statistics you can probably draw some conclusions about early success and overall performance in the course. You may find similar markers like attendance or one of the things mentioned earlier. You may be quite surprised. I am urging you to be intentional about it rather than relying on assumptions. This will start to give you markers for when students are headed for trouble. In some other Universities, like Georgia State, they have used information like this to radically improve student performance. In my conversations with colleagues around campus they are often surprised to learn the number of students who fail their courses or that there is an achievement gap between Under Represented Minority students and non-Under Represented Minority students. We can only unravel these dynamics when we pay attention to why students do well and why they don’t and then fashion solutions. Most of us share advice at the beginning of the semester about how to do well and when students are headed for trouble, let’s be sure we are giving the right advice.

Digging into these dynamics can require help from Institutional Research, your Assessment Coordinator, or a colleague, but it is almost always worth it.

Dr. Sara Cooper has provided additional Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improved wordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our fourth episode of the Fall is out now! Mary, Tracy, and I discuss the election with Juni Banerjee-Stevens and Mike Pence (not really, just checking to see if you were still reading). Link to it on soundclouditunesovercast, or follow the podcast on facebook.

L.E.A.R.N.

Welcome Back!

This week you will have a flyer entitled L.E.A.R.N. in your mailboxes from the Campus Incident Response Team. The flyer is a quick-start guide for managing contentious classroom discussions. It is designed for you to keep in a notebook, post it outside your office, or clip it to the board in a classroom. As a companion the team has also produced an extended guide which you can find on the new “Our Democracy” page off the University main page. To save you a click, we are also posting it here as today’s teaching tip. Good luck out there!

Contentious classroom discussions can be difficult for everyone involved. As an instructor you are often balancing the roles of teacher, peacemaker, and arbiter. This is the extended version of the L.E.A.R.N. quick-start guide distributed to campus.

Listen to what your students are saying. Listening can be hard, especially if someone is saying something with which you strongly disagree. However, it is a precondition to everything that should come next. Listening allows us to understand, find meaning and agreement, and opens the possibility of reaching a better solution.  In the same way that you want your students to listen to you, be open to being challenged by your students.  If you make a mistake, apologize.  Learn from it.  Unsure how to get started? Watch this short informative video about active listening.

Empathize with their position, especially when it is difficult. In the contemporary political environment this is often the missing piece. In the moment of a contentious classroom discussion it can be difficult to fully grasp why students feel the way they do, but making an effort is important. Try to consider why people feel the way they do rather than just focusing on what was said, but do so without casting judgment.  Assume the best of others.  If a student says something alarming or seemingly out of place, ask about it.  Listen for the subtext; sometimes the most important thing is under what is said.  Or, offer a tentative interpretation about the student’s feelings and intentions.  Question in a manner that requests more information or attempts to clear up confusions.  This part of the process can also be taken off-line with an email expressing empathy or a follow-up office hour visit. Empathy is a powerful teaching tool. This recent podcast is a great primer on why teaching with empathy is so effective.

Assess what to do. Take a minute compose yourself. We have been conditioned to respond immediately and avoid silence, but you need to fight the impulse to act immediately. If things get heated, take a time out.  Spend five minutes writing about what you feel.  Then resume the conversation. This can be awkward, but it is okay to tell your class everyone should take a moment to process what was said and consider how to move forward. This tactic will be helpful for them and it gives you a minute to compose yourself. Your solution does not have to be perfect, but taking a minute will make it better.

Respond directly, redirect the conversation, or end it. There is no one path forward from a difficult classroom conversation. Instead of having a go-to tactic, try being aware of the options at your disposal in a contentious classroom. You can respond directly and engage the topic at hand. This is a great option if you feel well equipped for the conversation and you feel the conversation can be productive for the class. You can redirect the flow of the classroom, frequently toward the usual classroom content. This is a good tactic if you feel a conversation is headed in an unproductive direction and it does not shut you off from following up later with a Blackboard or in person announcement to start the next class. The last resort in a contentious class period is to end class early. This should only be reserved for situations where the rest of class will be unproductive and/or people in the class feel like they might be at risk. This tactic re-centers your control in the classroom. If you end class, you should follow up with any student who may feel isolated, with an explanation to the class, and consult with your department chair.

Negotiate how to move forward. You have so many options as you consider what should happen next. You can seek advice from your chair or from colleagues. You can communicate through Blackboard or in person to start the next class period. You can follow up with individuals or groups from the class. In some situations you may want to contact Student Judicial Affairs to get a better understanding of your options. Writing down what happened for your own purposes is a useful exercise regardless as you can make a note of details you may not remember later. The most important thing you can do is seek advice. You may be shaken up following a contentious classroom incident and getting guidance from someone with a clear head and a different perspective is the best thing you can do for yourself and your students.

Dr. Sara Cooper has provided additional Book in Common Material. Check out this section ofthe CELT page for regular synopsis updates, discussion questions, and other resources.

Got feedback on this tip? Got an idea for a tip? Send it along. Check out our new and improvedwordpress site here.

Don’t forget to subscribe to the Caffeinated Cats podcast! Our fourth episode of the Fall is out now! Mary, Tracy, and I discuss the election with Juni Banerjee-Stevens and Mike Pence (not really, just checking to see if you were still reading). Link to it on soundclouditunesovercast, or follow the podcast on facebook.

 

Make Today Special

Image result for votingI have heard a frequent refrain from friends and colleagues about election day this year, “I am ready for this to be over.” It rings true for even those of us who love politics. The Presidential campaign is 19 months old; if it were a child it would be climbing on things and learning new words every day. However, as I often suggest, we also need to consider this from a student’s perspective. For the vast majority of our students this is their first time voting in a Presidential election, let’s not dampen their enthusiasm with our exhaustion regarding the election cycle. Student voices matter:

  • This year the First-Year Experience program partnered with the Civic Engagement office to register and inform student voters at Chico.
  • Today there are signs and people all over campus urging voting in general or supporting particular candidates.
  • Our own student groups have been present and visible on campus throughout the election season.
  • Across the nation we saw students engaging in dynamic ways. College Republicans were split on their support of Donald Trump this year, so an enthusiastic group formed StudentsforTrump with pop-up groups all over the nation. The group is even mentioned by Trump in speeches, which is a testament to the power of the student voice.

Students often emerge from events like an election with interest in a specific topic, but without a clear path to activism. One such outlet on campus is Civic Engagement which was made a Strategic Priority last year. The campus is looking for a new Director of Civic Engagement right now and it is a great time to get involved. Even if you are not interested in the leadership position, it is worth keeping an eye on the office to learn how to get your students involved in the community. Civic Engagement is not for other students in other classes only during the election, it is for all of us, all the time.

Dr. Sara Cooper has provided additional Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.

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Don’t forget to subscribe to the Caffeinated Cats podcast! Our second episode of the Fall is out now and our third will be up shortly! Mary, Tracy, and I explore Chico traditions and college athletics. Link to it on soundclouditunesovercast, or follow the podcast on facebook.

Start of the semester!

board-928378_960_720Welcome to Fall 2016!

The start of the semester is an exciting time for faculty and students. For many of you it marks the launch of a new course design or revision. Some of you worked with Faculty Development or the Chancellor’s Office over the summer while many of you start the term with adjustments based on your own research and experience. You know the course is improved, you know it is better set up for student success and then that question comes. Maybe it is a question you thought you had worked around with a course redesign or an adjustment of your own outlook, maybe it is one you have never heard before, maybe it is one you do not fully understand. In any case, you are frustrated and temped by a flippant response along the lines of “do you know how much work I put into this?”

Instead I would urge you to engage in some healthy perspective taking. This may be your 20th year as a professor and your 11th time teaching a course, but it is probably their first time taking it as a student. Consider the perspectives which generate typical (and frustrating) questions.

  • “When am I ever going to use this?” Many of us find this troubling as the merits of our own disciplines are self-evident to us. The same may not be true for a first-semester student in an English class or an advanced Geology student. Making connections between the course and the world outside the classroom is part of our work, even if references to the real world are troubling.
  • “Is this going to be on the test?” We often recoil when students are so clearly focused on grades in a way that is seemingly dismissive of learning. Take a moment and consider why students might be concerned with grades. They are how we measure athletic eligibility, competitiveness for scholarships, graduate school tiers, and even the ability to continue towards a degree at Chico. While we may yearn for a student population focused on learning, we have set up a system that rewards and punishes them based on grades.
  • “When are your office hours? (or any other syllabus question)” Once as an experiment for a semester I did not respond to questions one could answer by referencing the syllabus, it did not go well. These questions can get frustrating, but asking them can also be frustrating for students. Are they new to the University and the concept of the syllabus? Did they have a course from a previous semester where their instructor constantly rescheduled office hours? Is the syllabus a clear and inviting document (Cornell has a good guide). Is your syllabus accessible enough for all your students to read it? It is easy to think they are asking because they are lazy, but often that is lazy on our part. For a first-generation student balancing work and school asking about your office hours may be their way of ensuring you will be there because they may have to take time off work or away from family. Let’s think about this another way, if a student is so interested in coming to see you they want to make sure you are going to be there and confirm in advance, isn’t that something we want to encourage?

Sometimes questions are lazy, but do not let your experiences with the least prepared and engaged students shape your experiences with everyone else.

 

The CELT Conference preliminary program and registration link are now available. See you on October 6-7!

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Don’t forget to subscribe to the Caffeinated Cats podcast! Link to it on soundclouditunesovercast, or follow the podcast on facebook.