BACKGROUND This paper presents findings from the implementation of a research based learning (RBL) approach into a coastal engineering elective course. The approach is essentially a project based learning approach with an integrated element of research. This study had two primary objectives: (1) to develop student's generic data analysis, report writing and group work skills whilst, (2) integrating ongoing research activities into undergraduate teaching. PURPOSE The purpose of this paper is to answer the question: "Is a research based learning approach to a coastal engineering elective course effective in terms of student engagement and learning outcomes?" DESIGN/METHOD 4103ENG Advanced Coastal Engineering is an elective course available to students undertaking a Bachelor of Engineering (Civil) at Griffith University which has historically been taught using a traditional "chalk and talk" approach. In the 2011 offering, 29 students followed a staged, research based learning approach with a research element encouraged through assessment criteria. The first assessment module assisted students to develop and evaluate the required data analysis tools using Matlab that would be later applied to two small research projects assessed via report submission. The two subsequent research projects initially involved time in the laboratory conducting physical model experiments of (1) wave energy dissipation due to a breakwater and (2) wave transformation through the surf zone. In each case, students were given some background literature on relevant theory to evaluate using their experimental data and for this they could achieve a maximum grade of a Distinction. The independent research aspect for each project was then encouraged by informing students that to achieve a High Distinction grade would require their own critical enquiry of additional theories from the literature. RESULTS The new approach was well received by students who generally strongly agreed that the course was well organised, had clear and fair assessment, gave good feedback, was engaging and had effective teaching. In addition, gave a an overall course rating score of 6.3/7 for the RBL course mode as compared to the previous two offerings of the course that respectively received 5.76 and 5.25 out of 7. Students also had the following to say about the course: o "堡 great course to get students minds working, improve analytical skills and Matlab skills, very helpful course for data analysis, reporting and researching skills (helpful for future)" o "The assignment based structure was excellent as it allowed for research into other areas of coastal engineering where students could engage in their style of learning at their own pace. The labs were interesting as they applied to real world situations and encouraged research." CONCLUSIONS The introduction of a research based learning approach to an undergraduate coastal engineering elective course was well received by students who indicated it engaged them and improved their understanding of the field and improved their generic data analysis and report writing skills in the process.