One-day professional development workshops for graduate students and postdocs were held at top National Research Council--ranked chemistry research departments. Attendees intend to pursue academic careers, yet their experience and knowledge about teaching and learning were small. Postsurveys indicated that despite the short duration, the workshop informed and transformed individuals in their thinking about teaching and learning and motivated them to take a next step. The workshop introduced strong instructional approaches (guided inquiry, group learning, clickers), established the importance of theory (motivation, cooperative learning, metacognition, constructivism, misconceptions), and introduced novel pedagogic structures (discourse analysis, jigsaw, shared lab data). Follow-up surveys and interviews determined that participants, even if not currently in teaching appointments, sustained interest and enthusiasm, included ideas in faculty position applications, and continued conversations in their departments.