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Students from Nanjing University participated in an academic exchange with graduate students at Michigan State University, engaging in firsthand discussions about classroom practices, teaching methodologies, and the differences between educational systems in China and the United States. The event provided participants with a unique opportunity to examine how cultural and institutional approaches shape the learning experience in both countries.

Many of the visiting students are currently preparing for careers in education, and the exchange encouraged them to reflect not only on their future roles as teachers, but also on their own experiences as students. Through these conversations, participants explored how personal educational experiences can inform more thoughtful, inclusive, and effective teaching practices.

Graduate student panelists Kunti Adhikari, Katie Tasch Bielecki, Tri “Dede” Sugiarto, Weiwei He, and Leo Wen rotated among student groups, spending approximately 20 minutes at each table. The discussions focused on comparing curriculum structures, classroom expectations, and educational experiences in China with those at Michigan State University. The small-group format fostered meaningful dialogue and encouraged students to ask questions, share perspectives, and identify common challenges faced in modern education systems.

Following the panel discussions, the students met with researchers and faculty members from Michigan State University’s College of Education, who presented their current research projects and thesis work. Faculty members Shireen Al-Adeimi, Gregory Child, Tonya Bartell, and Gail Richmond facilitated discussions that encouraged critical thinking, collaboration, and cross-cultural academic exchange.

Structured activities throughout the program allowed students to better understand the challenges multilingual children often face in schools and explore inclusive teaching strategies designed to support diverse learners. Participants also examined multiple approaches to lesson planning and classroom engagement, emphasizing the importance of creating learning environments where every student feels represented and included.

The exchange highlighted the value of international collaboration in education and demonstrated how dialogue between future educators can foster greater cultural understanding, professional growth, and innovative approaches to teaching. Organizers expressed hope that experiences such as these will continue to strengthen global academic partnerships and inspire students to pursue more equitable and inclusive educational practices in their future classrooms.