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Abstract
Student-directed projects are increasingly becoming a common phenomenon in schools of social work across the United States. Students acquire a great learning experience from these projects, which sharpen their skills in leadership, innovation, and practice. Social work practitioners who go through such a process emerge having acquired knowledge beyond what is offered in the classroom. In this article we present a case study of 5 African graduate students who engaged in innovative efforts to implement a social development intervention in Uganda. The discussion includes ways to support students who embark on student-directed projects in schools of social work.