Abstract: The development of new productive forces proposes new requirements for higher engineering education, placing traditional engineering disciplines, such as water supply and drainage science and engineering, under pressure for transformation and upgrading. Undergraduate students have a negative attitude towards learning, affecting their potential for innovation and long-term career development. This paper uses the water supply and drainage science and engineering major at Hefei University of Technology, a national-level first-class undergraduate major, as a practical field, focusing on the key role of“dual-teacher” class advisors in innovative career education for students, and exploring their“solidifying the foundation and expanding innovation”educational model. Through value guidance and career awareness education to“solidify the foundation”, the model stimulates students'intrinsic motivation and professional identity; utilizing scientific innovation competitions and interdisciplinary collaboration to“expand innovation”enhances students'practical innovation capabilities and broaden their interdisciplinary perspectives. Practice shows that this mode encourages students to have a positive attitude towards learning, increases professional adaptability and core competitiveness, and fosters an inheritable innovative learning community, providing valuable reference for cultivating top innovative talents in traditional engineering disciplines under the new engineering context.

Key words: “Dual-teacher”class advisor, Learning attitude, Career education, Traditional engineering, New productive forces, “Solidifying the foundation and expanding innovation”