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Research-intensive universities have the special responsibility to link their dual research and education missions. As prime movers in the preparation of future faculty through graduate and postdoctoral education, they are uniquely positioned to provide developmental experiences in the curriculum that complement and create synergy with research training. In August 1992, the Graduate School of Arts and Sciences inaugurated a program to prepare graduate students to enter the professoriate as competent and confident teachers. Every student pursuing the Ph.D. degree must complete the Teaching Assistant Training and Teaching Opportunity (TATTO) program as one component of his or her academic requirements. The TATTO program strives to ensure that each student's education as a scholar is balanced with thoughtful and thorough preparation in the art of teaching. Although many universities have programs for training teaching assistants, two characteristics distinguish the Emory program: TATTO is a degree requirement across the Graduate School; and TATTO is a graduated experience involving several stages.

In recent years, the graduate school of arts and sciences has seen increasing availability of teaching experiences for graduate students. One outstanding example comes from a freshman seminar for undergraduates created by by David Lynn, the Asa Griggs Candler Professor of Chemistry and Biology. A truly interdisciplinary effort, "Origins of ORDER" — which stands for "On Recent Discoveries by Emory Researchers, allows graduate students to utilize their research experience in teaching undergraduates about research and about science. Another example, a NSF-GK12 funded program, the PRISM program (Problems and Research to Integrate Science and Mathematics) matches graduate students with working middle and high school teachers to promote science and mathematics education and develop skills that will help the graduate students become better scientists themselves. Using problem-based learning (PBL) and investigative case-based learning (ICBL), the program uses real-world applications as a way to teach the basics of science to students.

Finally, the Fellowships in Research and Science Teaching (FIRST) program is designed to provide postdoctoral fellows with both research support and training in teaching methods. This fellowship program combines the faculties Emory University and five of the top national minority servicing institutions in the Atlanta metropolitan area to increase the quantity and quality of postdoctoral fellows who achieve careers in biological/biomedical sciences. The teaching mentorship includes instruction in pedagogy, classroom technologies, mentorship of undergraduates, laddered teaching experience, course development and production of web-based courses. The consortium schools (all located in Atlanta, Georgia) are Emory University, Morehouse School of Medicine, Morehouse College, Clark Atlanta University, and Spelman College.