The use of hands-on activities has been proven in the past to be effective in teaching pedagogies. Recognizing this need, a first year Mechanics course at the University of Waterloo has already implemented the use of seven hands-on activities. Instructors of the course have found certain time limitations which results in students only participating in two of the seven activities. To continue improving student learning, instructional videos were developed to solve this problem. The techniques used for video development incorporate learning pedagogies to foster deeper learning throughout the viewing experience. These techniques include simulating experiential learning and reflective learning. In each video, a breakdown of the activity building and experimenting process is demonstrated. This is done through people physically interacting with the models as students would in the classroom. Accompanying the demonstration is an illustration of various mistakes students often make during the activities. Errors are discussed, and their outcomes are shown using course concepts to reinforce the appropriate processes. In addition, questions are posed to the viewers throughout each of the videos.

is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas. Dr. Al-Hammoud won the "Ameet and Meena Chakma award for exceptional teaching by a student" in 2014 and the "Engineering Society Teaching Award" in 2016 and the "Outstanding Performance Award" in 2018 from University of Waterloo. Her students regard her as an innovative teacher who continuously introduces new ideas to the classroom that increases their engagement.

This study examined the dose-response effects of caffeine on saliva secretory immunoglobulin A (SIgA) responses to prolonged submaximal running. In a doubleblind randomized crossover design, 12 endurance-trained male runners (age: 29 ± 3 years, VO 2peak 62.7 ± 5.1 mL/kg/min, mean ± SD) ran for 70 minutes at 80% VO 2peak 60 minutes after ingesting 0 (PLA), 2 (2CAF), 4 (4CAF), 6 (6CAF) or 8 (8CAF) mg/ kg body mass of caffeine. Unstimulated whole saliva samples were obtained pre-supplementation, pre-exercise, mid-exercise, immediately post-exercise, and 1 hour post-exercise. Saliva caffeine concentrations were significantly increased above presupplement at all time points following caffeine ingestion in a dose-dependent manner (P < 0.001). Saliva SIgA concentration and secretion rates were unaffected by exercise or caffeine ingestion. Saliva α-amylase activity was higher in 4CAF, 6CAF, and 8CAF when compared to PLA and 2CAF (trial effect, all P < 0.05), but showed no dose-response between trials (trial effect, all P > 0.05). Saliva α-amylase activity was shown to be similar between PLA and 2CAF (P > 0.05). In summary, these findings suggest that regardless of dose, caffeine ingestion 60 minutes prior to prolonged submaximal running has no effect on saliva SIgA responses. K E Y W O R D Sexercise, immune, methylxanthine, mucosal