The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.

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(JHU/APL) where he worked on nanotechnology. In 2005 he left JHU/APL for a fellowship with the National Academies where he conducted research on methods of increasing the number of women in engineering. After a brief stint teaching mathematics in Baltimore City following his departure from the National Academies, he began working for the Center for Minorities in Science and Engineering (CMSE) in the Clark School of Engineering at the University of Maryland. In 2011, he began working directly under the Office of the Dean in the Clark School. Currently, he serves the college as Assistant Director of the Office of Undergraduate Recruitment and Scholarship Programs. His current duties entail working with prospective freshmen and transfer students. Since assuming his duties, he has helped to increase the enrollment of freshmen underrepresented students of color to 17%. New freshmen women admitted to the Clark School have also increased during his tenure from 27% in 2012 to 37% this year. Bruk completed a master's degree in engineering management at George Washington University in 2007. In 2016, he earned a Ph.D. in the Minority and Urban Education Unit of the College of Education at the University of Maryland. His dissertation research focuses on factors that facilitate transfer among Black engineering community college students. Ms. Felicia James Onuma A Phi Beta Kappa graduate, Felicia received her bachelor's degree in Sociology and a minor in Social Policy from the Johns Hopkins University. During her undergraduate years, Felicia accrued a vast amount of experiences. To name a few, she taught English in Denmark, served as an Admissions Representative at her alma-mater, interned at the Center for Law & Social Policy in D.C., and attended events and hearings at the White House, U.S. Capitol, and the Center for American Progress. Felicia is currently a Master's degree candidate in Higher Education at the University of Maryland. She currently holds an administrative assistantship at the Incentive Awards Program (IAP), a research assistantship at the A. James Clark School of Engineering, and a teaching assistant position. Felicia has conducted qualitative research, submitted drafts for conference papers, and assisted with writing a grant proposal to the National Science Foundation. Felicia will be returning this fall to University of Maryland as a doctoral student in Higher Education. Felicia's research interest is studying the factors that facilitate the success of highachieving Black students in STEM, particularly those at highly selective colleges and universities.

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