Faculty recruitment and PhD student placement have become increasingly competitive over the past decade. The emphasis of graduate student training--research above all else--often means a difficult transition into the professoriate, where expectations for faculty are broadened to include teaching and service. In response, we offer a model of an organizational structure for research in which (1) graduate students gain opportunities to collaborate on research with faculty, (2) teach in their areas of expertise, and (3) begin their mentoring careers. We argue that these structures will help "smooth the pipeline" between graduate school and academic jobs and will be particularly helpful in supporting graduate students from historically underrepresented groups.