Faculty ContactJennifer Webster [email protected] Course .docx

Faculty Contact
Jennifer Webster [email protected]
Course Description
(Not open to students who have completed HRMD 621, HRMD
652, or HRMD 660.) An investigation of the
foundations of team development and performance from a
Human Resource Management and Organizational
Behavior perspective. Focus is on maximizing the effectiveness
and efficiency of global and virtual teams in
organizations. Topics include the impact of global diversity and
use of technology on inter-group development,
communication, and outcomes. Scholarly research and field
literature are examined and the implications of the
findings for applied management are discussed.
Course Introduction
To do well in this graduate-level course, you should expect to
spend 15-20 hours per week reading the course
materials, interacting with your professor and classmates, and
preparing your assignments.
The last day to withdraw may be found online at:
http://www.umuc.edu/current-students/course-
registration/academic-calendar/graduate.cfm
(http://www.umuc.edu/current-students/course-
registration/academic-calendar/graduate.cfm)
Course Outcomes
At the end of this course, students should be able to:
1. Align virtual and global teams with the strategic and HR
objectives of the organization;
2. Articulate the basic principles of team development and
evaluate how cultural, demographic, and

technological differences impact team functioning;
3. Identify and explain the core competencies needed by
business leaders and HR professionals to successfully
manage virtual and global teams, and identify techniques to
effectively utilize human capital to optimize
team performance;
4. Analyze general trends in virtual and global team
development, and discuss how these factors impact HR
processes and procedures, such as: the selection, retention, and
development of diverse populations of
employees; and
5. Anticipate and diagnose problems, and identify possible
solutions for managing virtual and global teams.
Course Materials
Click to access your course materials information
(http://webapps.umuc.edu/grcmBook/BPage.cfm?
C=HRMD%20665&S=9041&Sem=2188)
Class Guidelines
Please see the How to Get Started in This Class document. It is
located in the Course Content-
Orientation to This Class section.
University of Maryland University College • Adelphi • Syllabus
•
HRMD 665 9041 MANAGING VIRTUAL AND GLOBAL
TEAMS (2188) HRMD-665
Fall 2018 Section 9041 3 Credits 09/10/2018 to 12/02/2018

http://www.umuc.edu/current-students/course-
registration/academic-calendar/graduate.cfm
http://webapps.umuc.edu/grcmBook/BPage.cfm?C=HRMD
665&S=9041&Sem=2188
Student Membership in SHRM
As a UMUC student, you may be eligible to join the Society for
Human Resource Management (SHRM) at a
reduced rate.* By joining UMUC’s student chapter of SHRM,
you will be part of a group of more than 430
affiliated student chapters and nearly 11,000 student members.
Benefits of membership include: 1) invitations
to UMUC’s monthly student chapter meetings; 2) access to
member-only areas of SHRM’s website, sample HR
forms, how-to-guides, latest research, toolkits and webcasts; 3)
HRWeek e-newsletter and Monthly HR Magazine;
4) greatly reduced rate for attending the annual SHRM
conference; 5) UMUC SHRM LinkedIn group membership
and 6) scholarship eligibility. For more information about the
chapter’s functions and the instructions for joining,
please email [email protected] (mailto:[email protected]).

*SHRM is just one of many professional HR associations that
students might be interested in joining.
Grading Information
GRADING GUIDELINES
Grading Criteria
Note: For all graded assignments/projects including Class
Participation, students will be provided with written
feedback and a numeric grade.
The grade of "B" represents the benchmark for The Graduate
School. It indicates that the student has
demonstrated competency in the subject matter of the course,
e.g., has fulfilled all course requirements on time,
has a clear grasp of the full range of course materials and
concepts, and is able to present and apply these
materials and concepts in clear, well-reasoned, well-organized,
and grammatically correct responses, whether
written or oral.
Only students who fully meet this standard and, in addition,
demonstrate exceptional comprehension and
application of the course subject matter earn a grade of "A."
Students who do not meet the benchmark standard of
competency fall within the "C" range or lower. They, in
effect, have not met graduate level standards. Where this failure
is substantial, they can earn an "F." The "FN"
grade means a failure in the course because the student has
ceased to attend and participate in course
assignments and activities but has not officially withdrawn.
Assignment
Title and
Category

Assignment
Type
Individual
or Team
Frequency
of
Assignment
Grading
Scale
Percentage
of Total
Grade
Course
Outcome(s)
Addressed
by
Assignment
High Performing
Teams Analysis
(Onboarding)
Paper Individual 1 100% 20% #1, 4
Group Research
Project
(Progressive)
Paper Team 1 100% 25% #1, 2, 3
Individual

Research Paper
(Progressive)
Paper Individual 1 100% 25% #3, 4, 5
mailto:[email protected]
Group Consulting
Project
(Synthesis)
Paper Team 1 100% 20% #1, 2, 3, 4,
5
Class Participation
(Progressive)
Discussion Individual 8 100% 10% #1, 2, 3, 4,
5
Total 100%
Course Specific Grading Policies
This course has three categories of assignments:
Onboarding (20%) -- The instructor uses this assignment to
determine whether students have started the term
in an appropriate manner. The assignment will address at least
one of the course objectives and help the
student understand performance standards. Additional
information about the requirements will be provided with

each assignment.
Progressive (60%) -- The instructor uses these assignments to
determine whether students are understanding
the course material throughout the term. They will address
various course objectives and may involve a variety
of formats. Additional information about the requirements will
be provided with each assignment.
Synthesis (20%) -- This assignment encourages the student to
synthesize the material covered during the
course and/or to investigate deeper into one topic area of the
course. It addresses at least one course objective.
Additional information about the requirements will be provided
with each assignment.
Do not send deliverables as attachments to e-mail messages.
Such attachments often encounter
technical obstacles.
Use Word to create your documents.
BAM Departmental Policies
Departmental Policy on Originality: The work in this class must
be your own and original to this course and
this section. Work prepared for other courses or use of material
obtained from other students is expressly
prohibited and can result in a grade of zero for the assignment
and/or course failure. Please refer to The
Graduate School Academic Dishonesty and Plagiarism Policy
(cited in your syllabus) for more information.
Departmental Late Policy: Timely completion of all assignments
is critical to student success in the Graduate
School. You should take assignment deadlines seriously and
plan in advance to allocate sufficient time to meet
deadlines.
Instructors may at their sole discretion grant limited extensions
of time for unexpected business, health or
personal emergencies beyond your control. In order to be

granted such an extension, you must make the
request in advance of the due date and support the request by a
compelling rationale that would be fair to
others in the class. The instructor may request documentation.
Any such extension will be for a specific
period, not to exceed one week. Extensions beyond the last day
of class are not permitted.
For late submissions that have not been approved by the
instructor the penalty will be a 5 percent reduction
in the grade (on the hundred percent scale) for that assignment
for each day that the assignment is late. At
the discretion of the instructor, late submissions might not be
accepted after grades for the assignment in
question have been posted for the class as a whole. No late
assignments will be accepted after the last day of
class.
Late submissions of time sensitive assignments :
Discussion Activity - A discussion activity is a time-delimited
activity intended to promote active discussion of
the course material among students as well as productive
engagement between students and faculty on the
principles and practices being introduced in the course. If you
are unable to make the required postings to a
discussion due to an unexpected business, health, or personal
emergency beyond your control , you
may request that the faculty member provide an alternative
assignment. Such requests should be made within
one week of the missed discussion activity. You must support
this request with a compelling rationale, indicating
why such an action is justified. The instructor has discretion to
grant or deny a request for an alternative
assignment. Should such a request be granted, the instructor

will determine a submission due date. There will be
no extension of that due date. Failure to meet the due date will
result in a zero for that week's discussion
activity.
Other Time Sensitive Assignments – Certain assignments in
your class (such as some quizzes, tests, certain
exercises) might be considered time sensitive. The maximum
possible extension for such assignments will be 3
days. There will be no extensions for assignments due during
the last week of class. For late submissions that
have not been approved by the instructor, the standard late
penalty of a 5 percent reduction in the grade (on the
one hundred percent scale) for each day that the assignment is
late will apply. At the discretion of the
instructor, late submissions might not be accepted after the
grades for the assignment in question have been
posted for the class as a whole. No late assignments will be
accepted after the last day of class.
Departmental Policy on Extra Credit: There is no "extra credit"
available to students in this class, and you
will not be able to redo assignments after they have been
graded.
Project Descriptions
Below you will find brief descriptions of the graded
assignments for this course. Detailed information about the
assignments, including specific due dates, will be posted in the
Course Content section of the classroom.
High Performing Team Analysis - this assignment gives you an
opportunity to examine what makes a high-
performing team. Additional information about the
requirements will be provided when the assignment is
posted.

Group Research Project - this assignment requires you to work
with a group of other students to complete a
research project. Additional information about the requirements
will be provided when the assignment is
posted.
Individual Research Paper - this assignment gives you an
opportunity to explore in depth a topic related to
teams. Additional information about the requirements will be
provided when the assignment is posted.
Group Consulting Project - this assignment requires you to work
with a group of other students to assess
problems occurring in a virtual team and recommend ways to
address them. Additional information about the
requirements will be provided when the assignment is posted.
Class Participation - active participation in discussions is an
important part of this course. You are expected to
log in to the discussion area several times a week to post your
own responses to questions AND to respond to
the postings of your classmates and me.
Academic Policies
Academic Policies and Guidelines
ACADEMIC INTEGRITY
As a member of the University of Maryland University College
(UMUC) academic community that honors integrity
and respect for others you are expected to maintain a high level

of personal integrity in your academic work at
all times. Your work should be original and must not be reused
in other courses.
CLASSROOM CIVILITY
Students are expected to work together cooperatively, and treat
fellow students and faculty with respect,
showing professionalism and courtesy in all interactions.
Please review the Code of Civility for more guidance on
interacting in UMUC classrooms:
https://www.umuc.edu/students/support/studentlife/conduct/cod
e.cfm
(https://www.umuc.edu/students/support/studentlife/conduct/cod
e.cfm).
POLICIES AND PROCEDURES
UMUC is committed to ensuring that all individuals are treated
equally according to Policy 040.30 Affirmative
Action, Equal Opportunity, and Sexual Harassment
(https://www.umuc.edu/policies/adminpolicies/admin04030.cfm
).
Students with disabilities who need accommodations in a course
are encouraged to contact the Office of
Accessibility Services (OAS) at [email protected]
(mailto:[email protected]), or call
800-888-UMUC (8682) or 240-684-2287.
The following academic policies and procedures apply to this
course and your studies at UMUC.
150.25 Academic Dishonesty and Plagiarism
(https://www.umuc.edu/policies/academicpolicies/aa15025.cfm)
– UMUC defines academic
dishonesty as the failure to maintain academic integrity. All
charges of academic dishonesty
will be brought in accordance with this Policy.
Note: In this course, your instructor has access to use

Turnitin.com, a tool that helps to
evaluate the originality of student work. Your instructor may
use Turnitin or other resources to
check the authenticity of your work and the accuracy of your
use of sources. To learn more
about Turnitin, the feedback it provides, and your options
regarding the storage of your work
in the Turnitin database go to the UMUC guides at
umuc.edu/library/libresources/turnitin-
students.cfm
(https://www.umuc.edu/library/libresources/turnitin.cfm) and
http://sites.umuc.edu/library/libresources/turnitin.cfm#studentco
pyright
(http://sites.umuc.edu/library/libresources/turnitin.cfm). If you
have questions about academic
integrity or how to cite your sources go to the UMUC Academic
Integrity Resources page at
http://www.umuc.edu/current-students/learning-
resources/academic-integrity/resources.cfm
(http://www.umuc.edu/current-%20students/learning-
resources/academic-
integrity/resources.cfm).
151.00 Code of Student Conduct
(https://www.umuc.edu/policies/studentpolicies/stud15100.cfm)
170.40
170.41
170.42
The following policies describe the requirements for the award
of each degree:
Degree Completion Requirements for the Graduate School
Degree Completion Requirements for a Bachelor’s Degree

Degree Completion Requirements for an Associate’s Degree
170.71 Policy on Grade of Incomplete
- The mark of I is exceptional and considered only for certain
courses. Students who have
completed 60% of their coursework with a grade of B or better
for graduate courses or C or
better for undergraduate courses and request an I before the end
of the term. The mark of I is
not available for noncredit courses.
https://www.umuc.edu/students/support/studentlife/conduct/cod
e.cfm
https://www.umuc.edu/policies/adminpolicies/admin04030.cfm
mailto:[email protected]
https://www.umuc.edu/policies/academicpolicies/aa15025.cfm
https://www.umuc.edu/library/libresources/turnitin.cfm
http://sites.umuc.edu/library/libresources/turnitin.cfm
http://www.umuc.edu/current- students/learning-
resources/academic-integrity/resources.cfm
https://www.umuc.edu/policies/studentpolicies/stud15100.cfm
170.72 Course Withdrawal Policy
-
Students must follow drop and withdrawal procedures and
deadlines available at
https://www.umuc.edu/ (https://www.umuc.edu/) under
Academic Calendar.

130.80 Procedures for Review of Alleged Arbitrary and
Capricious Grading
– appeals may be made on
final course grades as described herein.
205.06 Calculation Of Grade-Point Average (GPA) for Inclusion
on Transcripts and Transcript Requests
– Note: Undergraduate and
Graduate Schools have different Grading Policies (i.e. The
Graduate School does not award
the grade of D). See Course Syllabus for Grading Policies.
GRADING
According to UMUC’s grading policy, the following marks are
used:
Undergraduate Graduate
A 90-100 90-100
B 80-89 80-89
C 70-79 70-79*
D 60-69 N/A**
F 59 or below 69 or below
FN Failure-Non
attendance
Failure-Non
attendance
G Grade Pending Grade Pending
P Passing Passing
S Satisfactory Satisfactory

U Unsatisfactory Unsatisfactory
I Incomplete Incomplete
AU Audit Audit
W Withdrew Withdrew
* The grade of "B" represents the benchmark for The Graduate
School. Students must maintain a Grade Point
Average (GPA) of 3.0 or higher. Classes where final grade of C
or F places a student on Academic Probation must
be repeated.
** The Graduate School does not award the grade of D.
COURSE EVALUATION SURVEY
UMUC values its students' feedback. You will be asked to
complete an online evaluation toward the end of the
term. The primary purpose of this evaluation process is to
assess the effectiveness of classroom instruction in
order to provide the best learning experience possible and make
continuous improvements to every class.
Responses are kept confidential. Please take full advantage of
this opportunity to provide your feedback.
LIBRARY SUPPORT
Extensive library resources and services are available online, 24
hours a day, seven days a week
at https://www.umuc.edu/library/index.cfm
(https://www.umuc.edu/library/index.cfm) to support you in
your
studies. The UMUC Library provides research assistance in
creating search strategies, selecting relevant
databases, and evaluating and citing resources in a variety of
formats via its Ask a Librarian service
at https://www.umuc.edu/library/libask/index.cfm
(https://www.umuc.edu/library/libask/index.cfm).

https://www.umuc.edu/
https://www.umuc.edu/library/index.cfm
https://www.umuc.edu/library/libask/index.cfm
EXTERNAL LINK DISCLAIMER
This course may contain links to external sites neither owned
nor maintained by UMUC. UMUC bears no
responsibility for the accuracy, legality, or content of external
sites or for that of subsequent links. In addition,
the terms of use, security policies, and privacy policies may
differ from those of UMUC. Contact the external site
for answers to questions regarding its content, terms of use, and
policies.
LEARNING MANAGEMENT SYSTEM SUPPORT
To successfully navigate the online classroom new students are
encouraged to view the Classroom Walkthrough
under Help in the upper right menu of the LEO classroom.
Those requiring technical assistance can access
[email protected] Support directly in LEO under the Help menu.
Additional technical support is available 24 hours a
day, seven days a week via self-help and live chat at
https://www.umuc.edu/help
(https://www.umuc.edu/help) or by phone toll-free at 888-360-
UMUC (8682).
SYLLABUS CHANGES
All items on this syllabus are subject to change at the discretion
of the Instructor and the Office of Academic
Affairs.

Class & Assignment Schedule
Week and
Dates
Topics Readings and Assignments
Week 1
09/10 - 09/16
Teams in Organizations Refer to the Week 1 Course
Content area for this week’s
readings and assignments.
Last day to drop is Sunday,
September 16.
Week 2
09/17 - 09/23
Team Identity, Emotion,
and Development
Refer to the Week 2 Course
Week 3
09/24 - 09/30
Team Performance Refer to the Week 3 Course
Week 4

10/01 - 10/07
Teams & Technology Refer to the Week 4 Course
Week 5
10/08 - 10/14
Decision Making and
Teams
Week 6
10/15 - 10/21
Conflict and Teams Refer to the Week 6 Course
Week 7
10/22 - 10/28
Creativity and Teams Refer to the Week 7 Course
https://www.umuc.edu/help

Week 8
10/29 - 11/04
Networking, Social
Capital, and Expanding
Team Boundaries
The final day to withdraw
without penalty is Friday,
November 2.
Week 9
11/05 - 11/11
Leadership of Teams Refer to the Week 9 Course
Week 10
11/12 - 11/18
Interteam Relations Refer to the Week 10 Course
Week 11
11/19 - 11/25
Best Practices Refer to the Week 11 Course

Week 12
11/26 - 12/02
Current Issues and Trends
in Teams
HRMD 665 9041 Managing Virtual and Global Teams (2188)
HRMD-665Faculty ContactCourse DescriptionCourse
IntroductionCourse OutcomesCourse MaterialsClass
GuidelinesGrading InformationProject DescriptionsAcademic
PoliciesClass & Assignment Schedule
High Performing Work Team Analysis
This assignment is worth 20% of your final grade. It gives you
an opportunity to analyze a tool used to assess the performance
of a team. You must complete this assignment individually,
without contacting other students. If you have any questions
about this assignment, please post them in the ‘Ask the
Professor’ discussion forum so that everyone can benefit from
the answers. The assignment addresses Course Objectives 3, 4
and 5.
Organizations often use surveys or questionnaires to obtain
information regarding employee satisfaction, the organizational
issues impacting staff performance, perceptions of pay and
benefits, organizational culture, etc. Sometimes, questionnaires
are used in classes for staff development and focus on
behavioral styles, conflict styles, or team behaviors. Many

times, the questions themselves provide people with insight into
what the organization expects from its employees.
In this assignment, you will read the questions in the High
Performing Work Teams Survey. You will analyze the
questions, identify the trends you see in the questions, and
discuss what you and your team members would learn by taking
this survey.
Write 4-7 pages (not counting the cover or reference pages),
summarizing the trends you identified, what you and your team
members would learn from taking the survey, and conclusions
one can draw about what is required of team members in order
to create a high performing work team. Outside academic
sources must be included in this assignment (and be sure to
integrate readings/concepts from our work over the semester).
Support your opinions and statements with a minimum of seven
references from sources published within the last ten years.
You can cite scholarly and practitioner-oriented journals,
newspaper articles, YouTube videos, (but not Wikipedia, vendor
websites, or other non-academic sources.) The UMUC online
library is a great source. JSTOR, ABI INform, etc., are good
databases that can be found in the UMUC library; UMUC
librarians can help you identify appropriate sources. See the
Library link in the Resources section (on the blue ribbon at the
top of our classroom) for more information and to begin
searching for sources. You may also want to consider having
your paper "proofed" by another class member. Please read the
attached Criteria for Grading Individual Reflection Paper for
details on how your paper will be graded.
Use APA format for citations, references, and quotations. This
means your list of references should start on a separate page,
and should be double spaced, with a hanging indent and no
spaces between entries. Your report should be 4 - 7 pages (not
counting the cover or reference pages), double spaced with one

inch margins and a font size of at least 11 points.
Submit your assignment electronically via the Assignment
folder.
Name your file this way:
LastNameFirstInitial_WorkTeamAnalysis
(Example: StudentJ_WorkTeamAnalysis)
Due date: September 30, 11:59 p.m. Eastern time
See attached file of the High Performing Work Team Survey
Criteria
A
B
C
F
Points Earned
Knowledge of Relevant Theories and Concepts
(45 pts)
Student demonstrated exceptional knowledge of relevant
theories and concepts from the course; all statements and
opinions were supported by appropriate citations from the
literature.
45 – 41 points
Student demonstrated satisfactory knowledge of relevant
theories and concepts from the course; most statements and
opinions were supported by appropriate citations from the
literature.
40 – 36 points

Student demonstrated less than satisfactory knowledge of
relevant theories and concepts from the course; some statements
and opinions were not supported by appropriate citations from
the literature.
35 – 32 points
Student demonstrated unsatisfactory knowledge of relevant
theories and concepts from the course; many statements and
opinions were not supported by appropriate citations from the
literature.
31 – 0 points
Comments
Quality of Analysis
(25 pts)
Student did an exceptional job of analyzing the survey and
integrating course readings. Student cited more than the
minimum number of references; sources listed were all
scholarly or practitioner journals, newspapers, annual reports,
or academic books from the last ten years.
25 – 23 points
Student did a satisfactory job of analyzing the survey and
integrating course readings. Student cited the minimum number
of references; sources listed were primarily scholarly or
practitioner journals, newspapers, annual reports, or academic
books from the last ten years.
22 – 20 points
Student did a less than satisfactory job of analyzing the survey
and integrating course readings. Student may not have cited the
minimum number of references; some sources listed were not

19 – 18 points
Student did an inadequate job of analyzing the survey and
integrating course readings. Student did not cite the minimum
number of references; many of the sources listed were not
17 – 0 points
Comments
Presentation of Ideas and Mechanics
(20 pts)
Student presented ideas in a compelling manner with no
distracting grammar or spelling problems; the page length
requirement was met.
20 – 18 points
Student presented ideas presented in a clear, coherent manner
with few distracting grammar or spelling problems; the page
length requirement was met.
17 – 16 points
Student presented ideas in a somewhat organized manner with
several distracting grammar or spelling problems; the page
length requirement may not have been met.
15 – 14 points
Student presented ideas in a poorly organized or incoherent

manner with many distracting grammar or spelling problems;
the page length requirement may not have been met.
13 – 0 points
Comments
APA formatting
(10 pts)
All citations, quotations, and references were properly
formatted or contained one or two minor errors.
10 - 9 points
Most citations, quotations, and references were properly
formatted or contained a few minor errors.
8 points
Some citations, quotations, and references were not properly
formatted or contained major errors.
7 points
Most citations, quotations, and references were not properly
formatted or contained many errors.
6 - 0 points
Comments
Total Points Earned
(100 points max)

High Performing WorkTeams Survey Categories
I understand what contributions I am expected to make to the
organization
1.
I understand how this team's performance will affect the
business results of the company.
2.
I can describe the mission or why this team exists.
3.
I understand the team's primary purpose.
4.
Team members agree on the major work functions that our team
is to perform.
5.
Mission: 5 Items
I understand the team's goals.

6.
I am highly motivated to achieve the goals.
7.
I understand the team's long term goals.
8.
I understand the standards for team quality and effectiveness.
9.
This team has goals that are closely linked to the company's
goals.
10.
Goals: 5 Items
I understand the role I am expected to perform for team success.
11.
Team members are handling all job functions that the team is
required to perform.
12.
I understand what is expected of other team members.
13.
Team members maintain a clear focus on the high priority tasks
that are to be completed.

14.
At least one member of this team attempts to maintain
positive/harmonious relationships.
15.
Roles: 5 Items
We have procedures that encourage members to participate
equally.
16.
We have procedures for providing feedback directly to team
members.
17.
We have procedures for handling the common problems or
unexpected events.
18.
Agendas are distributed before each team meeting.
19.
Follow-up dates are set when actions are agreed upon.
20.
Procedures: 5 Items
I am encouraged to express my ideas even when my ideas

disagree with the majority.
21.
Team members live up to their promises.
22.
Team members listen to me even when they disagree with me.
23.
Team members have given me positive feedback and
recognition.
24.
Team members solicit ideas and help from me.
25.
Relationships: 5 Items
This team usually completes tasks and meets its deadlines.
26.
The team is fulfilling its purpose or mission.
27.
Team meetings are efficient.
28.
Team meeting end up with all topics and work completed.

29.
This team is effective compared to other teams.
30.
Effectiveness: 5 Items
I am satisfied with my job and responsibilities on this team.
31.
Satisfaction: 5 Items
1
High Performing WorkTeams Survey Categories
I get a sense of personal enjoyment being a member of this
team.
32.
Morale is high on this team.
33.
The team pulls together as a unit.
34.
My skills and knowledge are fully used on this team.

35.
Differences in style and opinion are encouraged.
36.
Team members are allowed to be different.
37.
Problems and conflicts are resolved with solutions that meet the
needs of everyone involved.
38.
Problems and conflicts are confronted until they are resolved.
39.
When team members disagree, they listen openly to each other.
40.
Conflict Resolution: 5 Items
2
chapter 3 :
This was the response I received during a recent seminar. A
participant, sitting at the back of the room and acting as though
he wished he were somewhere else, startled me with his
response. But, he was right! The census data is only as reliable
as the people who fill out the forms. Much has been written
about the hesitancy of some to provide the information because
of illiteracy, distrust, or apathy toward the process. What the

census does reflect is trends over time.The census was written
into the United States Constitution of 1789 and stated:Article I,
Section 2 of the Constitution of the United
States“Representation and direct Taxes shall be apportioned
among the several States which may be included within this
Union, according to their respective Numbers . . . The actual
Enumeration shall be made within three Years after the first
Meeting of the Congress of the United States, and within every
subsequent Term of ten Years, in such Manner as they shall by
Law direct.”
It came about because the Revolutionary War created a debt. No
longer receiving support from England, the Congress looked to
the new states to share the debt and to provide revenue. In
addition, it gave an accurate picture of the current population,
which also determined representation in Congress. The initial
census included “white” males and excluded Indians who were
not taxed. Slaves were each counted as 3/5 of a person. Each
succeeding census in the 1800s saw a 25% to 30% growth in the
population of the United States. The 3/5 slave designation was
repealed in 1865 with the passage of the 14th Amendment. In
1913 the 16th Amendment authorized directed taxation of the
individual which ended the census’ role in determining state
taxation.
the current census includes White and Black (African American,
Negro); those identifying themselves as American Indian or
Alaskan Native can list their tribe affiliation;
Spanish/Hispanic/Latino can list Mexican, Mexican American,
Chicano, Puerto Rican, Cuban or write in another group. Those
of Asian or Southeast Asian heritage are also given an
opportunity to write in another race. So, yes, we definitely see
trends over time, and that enables us to reflect on the changes
within our community and country.
U.S. Census Bureau Population 2008 EstimateBlack ~ African
American12.8%American Indian/Alaskan Native1.0%
Asian4.5%Native Hawaiian/ Pacific Islander0.2%Hispanic ~

Latino15.4%White ~ Non Hispanic65.6%
Who Fits in what category.
interesting!According to the U.S. Census Bureau (2000) the
“concept of race reflects self-identification by people according
to the race or races with which they most closely identify.
These categories are sociopolitical constructs and should not be
interpreted as being scientific or anthropological in nature.
Furthermore, the race categories include both racial and
The following race classifications are used by the U.S. Census
Bureau and are consistent with the “Revisions to the Standards
for the Classification of Federal Data on Race and Ethnicity”
issued in 1997 by the Office of Management and Budget. Each
group is listed below and includes both race and national-origin
as the defining factors.White: a person having origins in any of
the original peoples of Europe, the Middle East or North Africa.
It includes people who indicate their race as “White” or other,
such as Irish, German, Lebanese, Arab, and Polish.Black or
African American: a person having origins in any of the Black
racial groups of Africa. It includes those who indicate their race
as “Black, African American, or Negro” or provide written
entries such as Nigerian, Afro American, Kenyan, and Haitian.
American Indian and Alaskan Native: a person having origins in
any of the original peoples of North and South America
(including Central America) and who maintain tribal affiliation
or community attachment.Asian: a person having origins in any
of the original peoples of the Far East, Southeast Asia, or the
Indian subcontinent including for example, Cambodia, China,
India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands,
Thailand and Vietnam. It includes Asian Indian, Chinese,
Filipino, Korean, Japanese, Vietnamese, and Other Asian.Native
Hawaiian and Other Pacific Islander: a person having origins in
any of the original peoples of Hawaii, Guam, Samoa, or other
Pacific Islands. It includes people who indicate their race as
Native Hawaiian, Guamanian or Chamorro, Samoan, and Other
Pacific Islander.

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