TEACHING OF ENGINEERING COST PRACTICAL TRAINING COURSES IN APPLIED UNDERGRADUATE INSTITUTIONS

Abstract

Addressing issues such as content disconnect from industry standards, disjointed process training, and unrealistic evaluations in engineering cost practical training at applied undergraduate institutions, this study proposes a feasible, verifiable, and sustainable curriculum reform plan. Methodologically, it adopts a competency-based approach to reconstruct five core competency pathways: blueprint interpretation and modeling, quantity takeoff and rule verification, bill of quantities and cloud-based pricing, exam paper design and bid clarification, and version control and archiving. It organizes continuous, end-to-end training through course clusters and project weeks. High-frequency practice and timely error correction are supported by integrating computer labs with online platforms, virtual simulations, and gamified feedback. A chain-of-evidence assessment system—primarily process-based with supplementary outcome evaluations—and random sampling mechanisms ensure teaching quality. Data dashboards drive monthly refinements and semester-long reviews, creating a closed-loop cycle of problem identification, countermeasure development, retrospective analysis, and iterative optimization. Expected outcomes manifest in three dimensions: - Student level: Enhanced initial job readiness and employment alignment, with verifiable and traceable training outcomes. - Faculty and curriculum level: Standardized maintenance of rule and pricing databases, enabling verifiable and scalable course quality. - Industry-academia collaboration level: Mutual validation of course outcomes against professional certifications and job standards, establishing stable external evaluation channels. This study provides a replicable implementation pathway and quantitative management tools for transforming construction cost training from fragmented skill drills to process-oriented outcome delivery.