• Journal of the Korean Institute of Educational Facilities
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• v.25 no.4
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• pp.11-18
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• 2018

Global warming is happening now and inevitable. Everyone knows that immediate action should be taken to slow it down, but uncertain about the effective solution. Despite global efforts to reduce greenhouse gas emissions, sea levels are rising gradually. In 2013, Cornell University announced the Climate Action Plan(CAP) to make the campus greener, to reduce waste, and to ensure efficient use of resources. In particular, they set a goal of reducing energy use by 2050 and making carbon emissions to zero. Accordingly, the purpose of this study is to analyse the case of the master plan of Cornell Tech campus and its major buildings. Mainly, The House, faculty and student housing of Cornell Tech and the world tallest certified passive house, will be the main precedent that shows the architectural planning of passive house. Passive house technology, which was thought to be possible only in single-family houses, can be applied to high-rise buildings. If any passive house technology of The House project is actively introduced into the dormitory projects of domestic universities that are about to be built or renovated, it will be a good opportunity for the university to take the lead in preparing for global warming.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.333-339
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• 2022

In this study, we study the effects of note-taking skills on students' academic performance, satisfaction, and concentration, and immersiveness when students are taking online classes. The Cornell note format was used for the note-taking skills. The survey result shows that note-taking skills in online class increase students' diligence, participation, and concentration. We find a strong positive correlation between the number of Cornell note submission and academic performance, and we show that the association between two is a statistically significant by using simple/multiple regression analysis. The multiple regression result shows that one unit increase in the Cornell note submission is associated with the increase in 0.253 midterm score on average. In addition, one unit increase in the Cornell note submission is associated with increase in 0.287 final exam score on average. Further, we conduct bootstrapping regression as a robustness test and show that the results are consistent with the simple/multiple regression results. These analyses show that Cornell note taking skills in online classes can be beneficial for students to improve the quality of their learning.