The Foreign Service Journal, January-February 2015

THE FOREIGN SERVICE JOURNAL | JANUARY FEBRUARY 2015 29 Pickering-Rangel Fellows as faithful enrollees. Without the presence of these two groups in the classrooms, the seats would go empty. Courses taught by FSOs do attract other students, not because of their interest in diplomacy, but because of their thirst for the practical skills and knowledge required to operate in the international policy sphere, inside or outside of government. Practitioner Course Design Courses on diplomacy designed by American practitioners exemplify statecraft. ey are usually extended case stud- ies grounded in the soil of the particular: “Yemen: Crafting a Comprehensive Strategy for a Fragile State” or “U.S. Borders and Borderlands.” Even when the course titles carry the more generic “Creating a 21st-Century Diplomacy” or “Doing Diplomacy,” the focus is on the bilateral and multilateral relationships repre- sented by human actors (their motivations, personalities and interests), as well as on case-speci c foreign policy decision- making and implementation. True to the society fromwhich they come, American diplo- mats focus their courses on the foreign policy problems that the United States confronts. ey pay attention to the institutional and operational infrastructure that must be managed, as well Eckerd College students in Donna Oglesby’s spring 2012 “Diplomacy and International Relations” course work in country teams playing the online international relations game called “Simulating Statecraft.” Donna Oglesby