The 1994-95 school year was the first year of the MECA (Manufacturing, Engineering, Construction, Automotive) partnership implementation in the Saginaw (Michigan) Public Schools. MECA's purpose was to nurture the potential of youth while placing them in workplace environments that had not been a traditional part of applied learning in secondary and postsecondary contexts. Nine Averill Career Opportunities Center (COC) faculty directly involved as instructors in MECA were given a 14-item survey instrument that focused on 7 areas: building curriculum and student assessments in identified career areas; conducting outreach activities; expanding the partnership base; providing inservice/training and other assistance; identifying new high skill, high demand, and high wage careers and curriculum development in these areas; assisting students in obtaining high skill/high wage jobs; and identifying unexpected positive and negative program outcomes and suggestions to improve the program. Five completed surveys were returned. All faculty members saw curricula development and integration of academic and vocational studies as an ongoing process; written curricular guides that captured this integration were in the process of being written; and a lack of consensus existed on what might be used as student assessment. Unexpected negative consequences involved issues related to not enough time and student misinterpretation of the level of involvement required. (The evaluation instruments and responses are appended.) (YLB)