International Educator - March/April 2013 - 26

–Prema Arasu,
Washington State University

Interest in Brazil Rises
Meanwhile, IIE and the 18 universities it has selected to
receive Brazilian students are getting started and some
are completing their initial experiences. At Washington
State University (WSU), five Brazilian undergraduates
who arrived on the Pullman, Washington, campus last
January [2012] returned to Brazil at the end of the year
and another group took their place.
About 10 years ago, WSU had an active faculty-staff
Latin America interest group, but Prema Arasu, vice
provost and associate vice president of international

Prema Arasu

INTERNATIONAL EDUCATOR M A R + A P R . 13

Washington State
University

26  

programs, says that when she joined the university two
years ago, the group had “somehow started to disintegrate,” overshadowed by WSU’s growing interest in
China as well as India and Australia.
“That engagement with Latin America from way
back needed desperately to be resurrected,” and when
this program presented an opportunity to look anew
at Brazil, “it fit with me and we recognized it as definitely an emerging area of the world where we needed
to be engaged,” Arasu says.

As WSU resurrected the Latin America group,
Arasu found a number of faculty from different WSU
colleges who had been in other countries in the region and had interests and connections with Brazil.
So linking with Brazil’s Scientific Mobility Program
seemed like “a great way to activate one arm of that
interest,” she says.
In a quick flurry of intensive communication and
other administrative activity within WSU, involving
collaboration between the admissions and registrar’s
offices, and with IIE, the university prepared to be one
of the first U.S. institutions to welcome the Brazilian
students. “We usually don’t get a high number of international students in the spring term and I got staff
dedicated to making sure this was going to be a good
experience for them,” Arasu says.
When the Brazilian students arrived, “they were
just a breath of fresh air,” Arasu exclaims. “Their Latin
American culture came through very strongly. As new
students on campus, rising juniors and seniors, they
engaged socially to meet the other new students. They
definitely were academically prepared and language was
no problem. All were very competent in English; some
spoke it almost with American accents. It was really
great to see them adjust and assimilate very quickly.”
One Brazilian engineering student provided sufficient validation of his background that WSU allowed
him to take some graduate level courses. Another,
who was interested in pharmacy, also was a talented
violinist. “It’s a big deal to be able to get into the WSU
symphony orchestra and he was able to do that. That
said a lot,” Arasu reports.
The students were invited to meet with the revived
Latin America interest group so they could “broaden
their awareness” of WSU’s connections with their
country and others in the region. “It was a two-way
exchange. We felt they could help us understand from
their perspective what kinds of things we could be
doing to encourage more interactions,” Arasu says.
As the students prepared to wind up their year on
campus, WSU agreed to take more, with about the
same number of undergraduates expected to arrive
early in 2013. Meanwhile, recognizing the increasing
importance of a global learning and research environment for students and faculty, the university is
engaging in other strategic international partnerships,
including one it signed in April with Brazil’s Agency
for Graduate Education. Arasu says two of the Brazilian undergraduates were on hand for the signing
and attended the Brazil-U.S. Partnership for the 21st
Century Forum at the U.S. Chamber of Commerce in
Washington, D.C. The forum was convened as part

COURTESY OF PREMA ARASU

“They definitely
were academically
prepared and
language was no
problem. All were
very competent
in English; some
spoke it almost
with American
accents. It was
really great to see
[the Brazilians]
adjust and
assimilate very
quickly.”

they pursue their own nondegree studies in pedagogy,
curriculum development, and English language at accredited postsecondary U.S. institutions.
Knobel cites the problems of teaching in Portuguese in Brazil in calling for “some adjustments” to
make the Scientific Mobility Program “more effective” for students, faculty, and administrators. “We
should adapt a little to provide at least some classes
in English in order to welcome more international
students,” Knobel says.



International Educator - March/April 2013

Table of Contents for the Digital Edition of International Educator - March/April 2013

International Educator - March/April 2013
Contents
From the Editors
Front Lines
In Brief
Emerging Giant
Local Goes Global
Accelerating Global Learning at Home and Abroad
Foreign Student Affairs
Partnering
In Focus
Intenational Educator Language Supplement
Contents
New Tools of the Trade
Intensive English Language
Intensive Foreign Language
International Educator - March/April 2013 - International Educator - March/April 2013
International Educator - March/April 2013 - Cover2
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - From the Editors
International Educator - March/April 2013 - 3
International Educator - March/April 2013 - Front Lines
International Educator - March/April 2013 - 5
International Educator - March/April 2013 - 6
International Educator - March/April 2013 - 7
International Educator - March/April 2013 - 8
International Educator - March/April 2013 - 9
International Educator - March/April 2013 - In Brief
International Educator - March/April 2013 - 11
International Educator - March/April 2013 - 12
International Educator - March/April 2013 - 13
International Educator - March/April 2013 - 14
International Educator - March/April 2013 - 15
International Educator - March/April 2013 - 16
International Educator - March/April 2013 - 17
International Educator - March/April 2013 - 18
International Educator - March/April 2013 - 19
International Educator - March/April 2013 - 20
International Educator - March/April 2013 - 21
International Educator - March/April 2013 - Emerging Giant
International Educator - March/April 2013 - 23
International Educator - March/April 2013 - 24
International Educator - March/April 2013 - 25
International Educator - March/April 2013 - 26
International Educator - March/April 2013 - 27
International Educator - March/April 2013 - 28
International Educator - March/April 2013 - 29
International Educator - March/April 2013 - 30
International Educator - March/April 2013 - 31
International Educator - March/April 2013 - Local Goes Global
International Educator - March/April 2013 - 33
International Educator - March/April 2013 - 34
International Educator - March/April 2013 - 35
International Educator - March/April 2013 - 36
International Educator - March/April 2013 - 37
International Educator - March/April 2013 - 38
International Educator - March/April 2013 - 39
International Educator - March/April 2013 - 40
International Educator - March/April 2013 - 41
International Educator - March/April 2013 - 42
International Educator - March/April 2013 - 43
International Educator - March/April 2013 - Accelerating Global Learning at Home and Abroad
International Educator - March/April 2013 - 45
International Educator - March/April 2013 - 46
International Educator - March/April 2013 - 47
International Educator - March/April 2013 - 48
International Educator - March/April 2013 - 49
International Educator - March/April 2013 - 50
International Educator - March/April 2013 - 51
International Educator - March/April 2013 - 52
International Educator - March/April 2013 - 53
International Educator - March/April 2013 - Foreign Student Affairs
International Educator - March/April 2013 - 55
International Educator - March/April 2013 - 56
International Educator - March/April 2013 - 57
International Educator - March/April 2013 - 58
International Educator - March/April 2013 - 59
International Educator - March/April 2013 - Partnering
International Educator - March/April 2013 - 61
International Educator - March/April 2013 - 62
International Educator - March/April 2013 - 63
International Educator - March/April 2013 - In Focus
International Educator - March/April 2013 - Cover3
International Educator - March/April 2013 - Cover4
International Educator - March/April 2013 - Intenational Educator Language Supplement
International Educator - March/April 2013 - SCover
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - New Tools of the Trade
International Educator - March/April 2013 - S3
International Educator - March/April 2013 - S4
International Educator - March/April 2013 - S5
International Educator - March/April 2013 - S6
International Educator - March/April 2013 - S7
International Educator - March/April 2013 - S8
International Educator - March/April 2013 - S9
International Educator - March/April 2013 - S10
International Educator - March/April 2013 - S11
International Educator - March/April 2013 - S12
International Educator - March/April 2013 - S13
International Educator - March/April 2013 - S14
International Educator - March/April 2013 - S15
International Educator - March/April 2013 - Intensive English Language
International Educator - March/April 2013 - S17
International Educator - March/April 2013 - Intensive Foreign Language
International Educator - March/April 2013 - S19
International Educator - March/April 2013 - S20
International Educator - March/April 2013 - SCover3
International Educator - March/April 2013 - SCover4
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