There are increasing calls for changes in engineering education to better prepare graduates to be innovative and creative. Yet, research on how the creative process can be implemented in engineering courses is scarce. The purpose of this paper is to provide a review of the current state of research on creativity in engineering education. The paper reviews articles from the last five years and discusses how creativity is conceptualized in engineering education research. A content analysis was conducted of engineering journal articles whose title includes the word "creative" or "creativity." Targeted journals included national and international journals in engineering education. Results suggest that, while most researchers have adopted definitions relating to unique, novel, and problem-solving, some research perpetuates myths and negative connotations of creativity. Also discussed in the paper is the need for engineering education researchers to identify how the creative process can be integrated throughout the engineering curriculum.