Cheryl Repass, Psy.D.
Director of Graduate Psychology Programs/Associate Professor repass_cheryl@roberts.edu
594.6185
Education
1996 Psy.D., Alfred University, Alfred, New York
Field of Specialization: School Psychology
1987 M.A., Alfred University, Alfred, New York
Field of Specialization: School Psychology
1985 B.S., magna cum laude, Roberts Wesleyan College, Rochester,
New York; Majors: Elementary Education/Psychology
1983 A.A., with honors, Central College, McPherson, Kansas
Majors: Communications/Liberal Arts
Professional Experience June, 2005- Present: Director of Graduate Psychology Programs, Roberts Wesleyan College, Rochester, New York.
June, 2001 – Present: Associate Professor of Psychology, Roberts Wesleyan College, Rochester, New York.
Teaching responsibilities include undergraduate and graduate level instruction. Teaching at the graduate level is in the area specializations of School Psychology and School Counseling Masters programs. Primary coursework is in the areas of Assessment, Field Instruction, and Practicum. Primary coursework at the undergraduate level consists of; Child and Adolescent Development, Psychological Assessment, and Abnormal Psychology.
September, 2002 – Present: Field Director in Graduate Psychology, Roberts Wesleyan College, Rochester, New York.
Responsibilities include; securing field placements for all graduate students in psychology in the areas of school psychology, school counseling, and counseling in ministry. In addition, serve as primary field liason and supervisor for all students including on sight visits and group supervision.
September, 2002-Present- Consultant for BOCES II: Specialization area: Instructional support team process.
September, 1987 – August, 2001 - School Psychologist, Churchville-Chili Central School District, Churchville, New York.
Senior-High building psychologist from 1987-1996, Junior-High building psychologist from 1996-2001. Overall management and supervision of special education program with total special education student population in each building of @100-120 students. Chairperson of building level Committee on Special Education. Chairperson of Crisis Intervention Team. Chairperson of Special Education Department. Chairperson of Building Team on Inclusive Education. Developer of Instructional Support Teams and building level Pre-Referral Process. Other duties include; counseling (individual/group), consultation, assessment and psychological evaluations, Inservice provider for regular and special educators both faculty and staff, and Transition Planning Coordinator for secondary students.
January, 1988 - 2001 - Adjunct Instructor, Roberts Wesleyan College, Rochester, New York.
Teaching responsibilities include Psychology of Learning and Cognition, Psychological Testing and Assessment, and Developmental Psychology.
January, 1995 - 2001 - District Consultant, Churchville-Chili School District in conjunction with the State Education Department, Albany, New York.
Provide consultation services in the areas of pre-referral intervention, program evaluation of integrated classrooms, collaborative instruction, inclusive outcomes, and instructional support team process. Presentations made to the following school districts in response to State-wide grants for “Best Practices”; Cheektawaga-Sloane - Buffalo, New York, Mohanasen School District - Albany, New York, Steuben-Allegany County BOCES - Hornell, New York, Watertown Central School District - Watertown, New York, York Central School District - York, New York, Spencerport School District, Ithaca Central School District, Corning Central School District, Greece Central School District, Byron Bergen Central School District, Monroe BOCES I, and Monroe BOCES II.
September, 1994 - May, 1995 - Graduate Instructor, Alfred University, Alfred New York.
Teaching responsibilities included field placement, introduction to the school psychology profession, and liaison between Alfred University and school district supervisors.
January, 1987 - June, 1987 - School Psychology Intern, Rochester City School District, Rochester, New York.
Performed the duties of a school psychologist-in-training: conducted assessments, provided counseling, consulted with parents and teachers, presented at Committee on Special Education meetings.
Scholarship Activity Presentations for implementation of the instructional support team model. (1998-
Present). Monroe and Genesee County area school districts. Assessment of Learning: Instructors & Learners Guide. (2002). Charter
Learning. Phoenix, Arizona.
Deane, B. & Repass, C.F. (1996, January). Pre-referral intervention process at Churchville-Chili Central School District. Presented in Albany, N.Y. in response to a state-wide review of “best practices in special education service providers”.
Courses Taught Graduate: Assessment I (Psy 520), Field I & II (Psy 516 & Psy 616), Professional Practice (Psy 513), Assessment Core II: Intelligence (Psy 522), Internship I & II (Psy 720 & 721), Consultation for Prevention and Intervention (Psy 655)
Undergraduate: Psychological Testing (Psy 302), Developmental Psychology (Psy 201), Child & Adolescent Development (Psy 203), Human Sexuality (Psy 202), Abnormal Psychology (Psy 402), Learning and Cognition (Psy 305)
Honors Who’s Who Among American Colleges and Universities
Judith Weiss Award for outstanding achievement in Psychology - 1985
Alpha Kappa Sigma - 1985
Professional Credentials CERTIFICATION: School Psychologist, Permanent, New York State
Nationally Certified School Psychologist
Elementary Education Teacher, Nursery - 6th grade
New York State
Professional Affiliations
National Association of School Psychologists
New York Association of School Psychologists
School Psychology Educators Counsel of New York State
Greater Rochester Area School Psychologists
Biographical Informational
I received my B.S. from Roberts Wesleyan College with a double major in Elementary Education and Psychology. Although I loved my previous student teaching experience in a school setting, I was fairly certain that I did not want to secure a permanent teaching job but rather continue with my studies in psychology and some how match it to my love for education. School Psychology seemed to be a perfect fit. Following graduation, I attended Alfred University and received my M.A. in School Psychology. For the next seven years I worked as a practitioner in the schools while serving as an adjunct professor in the undergraduate psychology program at Roberts Wesleyan College. Although I continued to remain passionate about my work as a practitioner in the schools, I felt the Lord’s leading to return to school at Alfred University in a newly developed doctoral program in School Psychology. I completed my doctoral work and earned my Psy.D. in School Psychology in December, 1996 while continuing my work as a school psychologist in the Churchville-Chili School District.
In 1998, I received a call from Fred Coisman, the Department Chair in the Social Science Division at Roberts Wesleyan with a request for my help in writing a curriculum sequence for two graduate programs in psychology. That summer, we developed curriculums for four proposed programs in psychology. However, my work was centered on the masters programs in school psychology and school counseling. The programs were set to launch in the Fall of 2002. In the Spring of 2001, I was given an offer to accept a full time faculty position at Roberts to help with the launching of the programs. Again, I felt the Lord’s leading to accept this new position with some reluctance over leaving my 14 years of service as a practitioner in the schools. As I continue to remain focused on the Lord’s leading in my life, I have never regretted my decision for this career move. Upon Fred Coisman’s retirement in May, 2005 and some departmental movement, I accepted the position as Department Chair for Graduate Psychology Programs as of July 1, 2005.
In addition to my administrative responsibilities, I currently teach the following courses in the graduate programs: Assessment I & II, Professional Practice in School Psychology, Field Seminar I & II, Internship Seminar, & Consultation for Prevention and Intervention. I also continue to teach one course at the undergraduate level: Psychological Assessment. My teaching philosophy is student oriented with a strong emphasis on experiential learning by application. At an undergraduate level I strive to provide leadership for student exploration of the various fields of psychology while offering them an opportunity to see psychology as an applied field in order to increase their motivation for furthering their education. At a graduate level, I believe that it is partly my responsibility to model excellence within the field of school psychology while providing leadership in the area of student development for personal character, academic growth, and professional identity. I am able to stay current with changes in the field through on-going dialogue with local administrators, serving as a member of Trainer’s Forum and by on-going participation in NYASP (New York Association of School Psychologists) and NASP (National Association of School Psychologists).
I am blessed to have the on-going support and love of my husband, Robert while we continue to raise our two children, Trent and Olivia. I believe wholeheartedly in maintaining a proper balance between family, academic/career, and spiritual responsibilities. It is only when we are able to maintain this balanced life that we are able to achieve true success.
