ABSTRACT
The evaluation of the quality of ethical education within engineering curricula at the university level is not straightforward. It is not yet clear what constitutes a ‘high-quality ethics curriculum’ that fosters graduates who are ethical in their decision-making and professional practice. Investigations into the quality of ethics education are not prominent in engineering education research, and ethics curricula are often guided by vaguely worded criteria posited by the national and international accreditation bodies regulating engineering degree programs. This chapter presents curricular examples (some heralded and others debated) within engineering ethics education (EEE) literature. It specifically assesses the ten aspects of learning associated with curricula through the lens of the Goodlad curriculum typology (1979). The chapter spotlights the potential for further developments in ethics education within engineering programs worldwide; it recommends new lines of inquiry to help educators better serve students by generating and applying research.
