New York University made headlines last year when its staff managed to convince Niall Ferguson, the renowned British historian, to join its faculty.

In doing so, Ferguson turned down Harvard’s offer of employment and left the University of Oxford in England. Six months after Ferguson was hired by NYU, he accepted an offer from Harvard.

The decision by colleges and universities to employ nationally-renowned faculty is under debate as to whether this reputation-enhancement benefits students, or just a school’s national prestige.

The University of Southern California has also fallen in line with NYU, recently designating $100 million for hiring renowned faculty in the next three years.

In a mission statement available on the university’s website, NYU President John Sexton has nonetheless called for the integration of faculty into the student community.

“There are examples in elite universities of faculty who view themselves simply as independent contractors [and not members of the university community],” Sexton stated.

He then went on to add that these faculty members only serve to further public misconception about the work ethic of academic faculty.

Several NYU representatives refused to comment on Sexton’s statement.

Sandra Courter, University of Wisconsin professor and director of UW’s Engineering Learning Center, said it is important to employ nationally-renowned professors, but equally important to recognize faculty who are capable of reaching out to students.

“UW has the unique opportunity to attract accomplished faculty and help them grow in their teaching,” Courter said.

Courter pointed out that UW is home to one of two national centers funded by the National Science Foundation. This center at UW is called the Center for Integration of Research, Teaching and Learning. The other center is at the University of Washington.

Through CIRTL, UW faculty and graduate students, specifically those in science, technology, engineering and mathematics, are educated on ways to teach more effectively, how to cultivate a learning environment conducive to learning, and learn teaching practices that engage students while minimizing ethnic and gender-based conflicts.

Lisa Kornetsky, director of the UW System’s Office of Professional and Instructional Development, said that across the UW system, faculty are encouraged to be proactive in their interactions with students, but the level of involvement is unique to each faculty member.

“Does [student engagement] happen with all faculty, in all departments, at each institution? Of course not,” Kornetsky said. “Faculty and instructional staff have a great deal of control over how they choose to relate to students and how far they will go to meet the needs of individual students.”

Kornetsky went on to add that a number of factors, such as discipline, class size or teaching load, contribute to how much time and energy a faculty member can give to an individual student.

Sexton said top-notch faculty can boost the caliber of a university.

“It is some of the most senior and distinguished members of our community who make the most contributions, not only in the time they devote to their path-breaking and life-changing research, but also in the time they spend with students,” Sexton stated on the website.

Kornetsky agreed, adding, “Nationally renowned researchers can also be excellent teachers.”