Abstract: To align with New Engineering Education and accreditation requirements for chemical engineering programs, the Chemical Engineering Principles Course Design at Hefei University of Technology was restructured within an outcome-based education (OBE) framework. The redesign incorporated authentic engineering tasks organized into a progressive sequence, encompassing option selection, unit operation process design and verification, process simulation, and standardized deliverables such as process flow diagrams (PFDs), piping and instrumentation diagrams (P&IDs), and technical reports. Milestone checkpoints, flipped classroom discussions, and oral defenses were implemented to reinforce evidence-based decision-making and model credibility. Formative assessment and attainment analysis were employed to establish a closed-loop cycle of "assessment–feedback–improvement." The results demonstrate enhanced consistency in students' decision logic, improved verification of calculations and models, higher documentation quality, and strengthened teamwork and communication skills, alongside increased engagement in the intensive practice setting.

Key words: Course design, First-class undergraduate course, Outcome-based education, Project-based learning, Formative assessment