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Although ethics are commonly regarded as an important characteristic and performance attribute, they are also regarded as a slippery or ill-defined topic leaving practitioners and faculty flat-footed in how to teach and assess ethics. This article reports part of the findings from an investigation on deriving an empirical definition of ethics, namely social responsibility, focused on faculty perceptions of whether a set of ethical outcomes identified as "social responsibility" is relevant to the profession of educational technology and human performance technology and therefore ought to be part of graduate curricula. Findings focus specifically on faculty perceptions of the role of educational technology and human performance technology in society and its impact on society. Although other professions have increasingly identified their responsibilities to society and integrated content into curricula, early findings indicate a lag in the instructional design and human performance technology community. (Contains 4 tables.)