Many graduate programs in environmental studies attempt to foster specialized knowledge and technical skills alongside interdisciplinary collaboration and integration. We discuss strategies for addressing these distinct-sometimes competing-goals in Evergreen State College's Graduate Program on the Environment. Key strategies include (1) designing an academic program that balances specialization and integration; (2) approaching course planning with a "backward design model" that focuses on teaching outcomes rather than "covering" disciplinary content; (3) designing group assignments that require collaborative and multidisciplinary research and networking among students; (4) approaching thesis projects using place-based issues or research problems/questions developed in conjunction with local or regional organizations and a clear identification of relevant communities of practice to inform the scholarly work and analysis. Finally, we address the challenge of creating equitable social dynamics in teaching teams and offer reflections based on our 30-year tradition of collaborative team-teaching at the graduate level.

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