Experiential learning (EL) is a process of learning through doing, while experiential education incorporates the pedagogies and structures that support this process. As the benefits of EL have become more evident, experiential engineering education (EEE) efforts like design courses, have increasingly been integrated into undergraduate curricula. However, few efforts have examined the research approaches used to determine the impact of EEE on student learning outcomes. This review examines how EL has been implemented and evaluated in previous undergraduate engineering education publications by performing a systematic search and critical review of relevant articles. Results indicate that a majority of articles study EL and education within the context of one course and employ course evaluation methods in line with goals of the Scholarship of Teaching and Learning research community. Suggestions for future research on EL and education that will allow for a broader understanding of its impact in engineering education are provided.