Just days before takeoff, Professor Bonnie Zare’s eyesight began to dim — and with it, the dreams of nine students preparing to study in India over winter break.

With her bags and her students’ bags already packed, Zare went to her eye appointment with determination.

“I have so much heart and soul in this trip,” she explained to the doctor. “I have to leave for India with nine students in about six days.”

Then came the devastating diagnosis: a detached retina. No flying allowed.

For the seniors in the group, this was their final opportunity to participate in such a program. But as Zare, professor of sociology in the College of Liberal Arts and Human Sciences, navigated her medical crisis, she launched what would become a remarkable example of international academic collaboration — one that would span 10 time zones and demonstrate the resilience of global partnerships.

“When the answer came back that I couldn’t go, it was a crazy mix of emotions,” Zare said. “My biggest goal became: How do we salvage this wonderful experience my students have been looking forward to for so long?”

The solution would emerge through an intricate network of partnerships, from the university’s Global Education Office to research colleagues in Chennai, from nonprofit leaders to professors in Kottayam. What began as a potential setback would evolve into a powerful lesson about adaptation, cross-cultural collaboration, and the enduring value of international education.

Mobilizing international resources

One of the first people Zare called was Global Education Office Director Theresa Johansson, who quickly coordinated with partners across India, including VT India, CMS College in Kottayam, Voice 4 Girls, and Aarti for Girls.

“From the moment Bonnie shared her devastating news right through Christmas and New Year’s, we were all working behind the scenes to rebook tickets, reserve hotel rooms, organize travel companions, and reorder the academic content to minimize the disruption for the students,” Johansson said.

By Christmas Eve, the team had developed a clear path forward. The next challenge was informing the students.

For Becca Berglie, a junior studying sociology, the news was jarring. “This was going to be my first international flight,” she said. “Just going to India was a big deal for me, but having that extra curveball thrown at me really made me pause.”

A Zoom meeting with Zare, Johansson, and the Indian partners helped ease students’ concerns. “We got the reassurance we needed,” Berglie said. “It was clear they really cared about our safety and were confident that we were going to be in good hands with everyone in India.”

Cultural immersion in India

After landing in India, the nine students were greeted by Hokies — the staff and faculty of VT India, which, like the Global Education Office, is part of Outreach and International Affairs. Although it is primarily a research facility, VT India hosted the students’ programming and also facilitated their travel logistics and cultural introductions.

“Because of Virginia Tech’s decades-long presence in India, VT India was perfectly positioned to be a network of support for these students. Without question, our team of researchers and administrators were ready and willing to go beyond their typical job duties to ensure these students’ study abroad experience continued seamlessly,” Director Myoor Padmanabhan said. “In return, I think our team received a unique joy — as citizens of India and employees of Virginia Tech — witnessing these students' dedication to understanding the complexities of our culture and society. We got to see the power of education in bridging cultures and fostering mutual understanding in action.”

At the VT India facilities, the students participated in a two-day workshop led by the nonprofit Voice 4 Girls, a longtime partner of the program. The workshop prepared them for their central activity: volunteering at Aarti for Girls, a home for formerly abandoned girls and school for disadvantaged, at-risk youth. Voice 4 Girls trains volunteers to lead life-skills camps designed by Indian women for Indian girls, helping the students understand the local context of social justice.

The program emphasized non-Western approaches to addressing social issues, exposing students to the ways Indian nonprofits navigate cultural traditions to promote equity. This learning continued as the students traveled five hours by train to Aarti for Girls, guided by Zare’s colleague Ditto Prasad, an English literature professor at CMS College.

“He was, by far, like the biggest leader of the trip and such a warm, kind person to really guide us through everything,” Berglie said. Prasad not only ensured smooth logistics, but he also gave critical lectures and led discussions about gender, class, and caste dynamics.

At Aarti for Girls, the students’ learning and immersion deepened.

“Aarti for Girls works to change mindsets to value daughters as equal and capable members of society. The founder, Sandhya Puchalapalli, sees her students and residents as the future and promise of India,” Zare said. “As soon as you step onto the premises, you feel the director’s expansive love and ambitious vision. Volunteering in this space is a multidimensional learning opportunity for my students. The powerful conversations they get to have with the founder and the friendships they form with the girls are something my students will carry with them into their future careers.”

Meeting learning objectives

Although not every experience Zare had initially planned to include in the program could work without her present, she is confident that the students met and exceeded learning expectations.

“They gained so much confidence in themselves and a deeper understanding and appreciation for the complexity of India,” she said.

Berglie, too, said she is very grateful the program was not canceled and she had the courage to go.

“This study abroad program was by far the most impactful experience that I’ve had at Virginia Tech. Even in a compressed time, I think the trip still fulfilled its mission of looking at social justice in India. Plus, it pushed us to be more understanding and resilient ourselves,” she said. “I was thrilled to be in India and proud and fulfilled by the work that we were able to do. I left feeling confident and empowered.”

Vijay Foundation Trust Association​​

Vijay Foundation Trust Association