tutoring. In general, their advisement duties tended to be shared with members of the institution's faculty.
However, what was surprising was that the majority of advisors indicated no awareness of the CAS Standards for Academic Advising. It seems reasonable to suggest here that knowing what these standards are is an important part of advisors doing an effective job. Given that so many advisors are not sufficiently informed as to these standards, the manager administrating such programs should take efforts to make sure his or her advisors are aware of these standards.
An interesting perspective of some of the issues faced by those managing student affairs programs in general has been offered by Sandeen (1988). In this regard, he notes that regardless of the kind of program managers are administrating, there are a number of general issues which must be addressed before the program can operate at maximal effectiveness.
These issues are divided into three categories: (1) issues that are institution-based
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