Ethics education was recently integrated into the geoscience curriculum at Saint Louis University. The course Sedimentology and Stratigraphy, the only undergraduate course required of all geology and environmental science majors, now contains two modules on ‘Ethics in Research’ and ‘Ethics for the Geoscience Professional.’ These modules demand approximately 180 minutes of instruction time. In order to best track student performance, learning and comprehension of the material covered in the ethics modules, several assessment techniques are employed (i.e., background knowledge probe, concept maps, analytical essay, exit questionnaire, essay question, and module evaluation). A background knowledge probe investigates the students’ knowledge specifically with regard to possible ethical dilemmas as a researcher and as a professional. An exit questionnaire at the conclusion of the course revisits the same questions enabling to evaluate student learning and comprehension of the material covered in the ethics modules. The questionnaire also includes general questions on teaching quality and procedures of the ethics modules. The comparison of background knowledge probe and exit questionnaire results provides tangible data on student progress in understanding of the material. The module on ‘Ethics in Research’ concludes with the students designing concept maps showing the interrelationships of the different ethical issues discussed in class. These maps provide a summary of the module and are a means to analyze student comprehension and understanding of the issues. In contrast, the module on ‘Ethics for the Geoscience Professional’ concludes with the written analysis of a case study were students apply the knowledge acquired during class discussion and by watching a video on the V(virtues), C(consequences) and R(responsibilities) analytical framework to probe professional ethical dilemmas. Lastly, ethics is also covered on the final exam by one essay question providing additional data on student learning. Results and outcomes of these assessment techniques will be presented and an evaluation of trends in student learning, performance and acceptance of the ethics modules will be discussed.