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The author is a faculty member at the City University of New York. Through this article, she describes her interest in a question based on a study that was conducted with a college-wide committee of faculty, administrators, and staff in a survey method to discover the priorities of the faculty, in further development of excellence in teaching and learning. Of the 155 survey respondents, 22 selected a question, "In what ways do we weigh the political, ethical and economic implications of technological platforms against their pedagogical potential, and how can we model these kinds of complex decisions for our students?". Through this question, the author points out an existing challenge associated with the moral dilemmas emerging from the current increase of technological innovation, including the abuse of technology, as seen through revealing video postings, invasion of privacy, cyber-bullying, and identity theft. She continues to bring up that these challenges cause a harm to society and controversy among stakeholders. The author suggests that a new set of rules, laws, policies, and procedures should be created to guide and protect the rights of individuals in this new technological environment. The author recommends that higher education faculty and administration should take a leadership role in the study of applications of ethics in higher education. The author introduces two previously proposed bills, Stop Online Piracy Act (SOPA, 2011) and Protect Intellectual Property (IP) Act of 2011, both of which were rejected by the American public because of the fear of censorship. According to the article, the 112th Congress postponed action on both bills. The conflict addressed by the two bills addresses financial accountability issues. Once settled, the bills will set the tone for how the next generation, of high school and college graduates will address copyright and intellectual property issues. The author proposes that administrators and faculty should guide the