To soothe faculty distrust and encourage engagement, or reengagement, in exploring applications of digital technology for teaching, the authors believe it is necessary to do three things: (1) create incentives for faculty that balance public service goals with professional and entrepreneurial rewards; (2) clarify ownership and usage rights of intellectual property generated by and for teaching; and (3) generate additional funding for curriculum development at universities (possibly through tax credits). Neither faculty nor administrators working alone, however, can achieve these goals. It is only through mutually supportive, interdependent collaboration that faculty and the academy can move ahead. How to make that happen is the subject of this article. This article first reviews a decade of experiments with e-learning, attempting to clear away key misconceptions. It also provides a brief history of the court's staunch support of faculty rights, which dates back to 17th century Britain. It then discusses the basic purpose and goals of copyright law and suggests a framework for collaboration between faculty and administrators derived from the authors' experience working with individual faculty members as well as non-faculty instructors and funding agencies. (Contains 2 figures, 13 endnotes, and a list for further reading.)