Descriptors Used	Observed/Evaluated "Variables and Measures"
Academic Climate	Competitive Challenging Ego-boosting Ego-diminishing Impersonal Grade-focused Elitist among units Liberal/artsy Stressful	Class size Students' willingness to share information with others Deliberate difficulty of courses (whether they are designed as "weeder" courses) Existence of established curve Student's reported anxiety levels Library hours Actual versus curved scores Actual curricula
Social Climate	Divided/segregated Unfriendly Categorized "lacking" - few activities Uptight Extreme Anonymous	Actual observation of student groupings Existence of events that appeal to most students Structural set-up of dorms Students' reported friendship versus academic group make-up
Athletic Climate	Priority Spirit Source of identity Source of knowledge about the university	Game attendance Media attention (news and radio) Apparel worn Number of people in other places one may encounter with Michigan apparel Difficulty in navigating traffic on home game days

Consider:

- Parts of climate that are individual-specific versus those that can be used to describe the university in a more universal way (e.g., our athletic climate example of someone who doen't view athletics as part of their existence at the university, but who encounters major problems parking on game Saturdays)

- How individuals make create their own school climates with the experiences and attitudes they bring into the institution

- How different individuals may see the same setting as different (e.g., those who feel the university is diverse versus those who do not)

- What parts of the school climate may be related to certain types of outcomes and experiences

- What parts of the school climate may affect different individuals and groups in different ways