In this edition of the Commission on Accreditation (CoA) Update, we interview Nicole Torrence, PhD, clinical psychology. She specializes in clinical geriatric psychology. A licensed psychologist in California and Washington, Torrence is the college director of training and placement at the Chicago School. She currently serves as chair of the commission.
What sparked your interest in joining the CoA?
Early in my career, mentors introduced me to the importance of accreditation and its impact on psychology education and training. As I became more involved in supervision and training leadership, I developed a deeper appreciation for the role accreditation plays in supporting high-quality training and preparing future psychologists. Joining the CoA felt like a natural extension of that work.
What was your path to leadership in the CoA and how would you describe your experience?
My path to leadership in the CoA was gradual. When I joined the commission, I was not thinking about becoming chair. I wanted to understand the accreditation process, contribute meaningfully, and do the work well.
Over time, I had the opportunity to serve in a variety of roles across the commission, including on the Executive Committee and as associate chair for Program Review. Those experiences deepened my understanding of accreditation and prepared me for the opportunity to serve as chair.
It has been a rewarding experience and one that has reinforced my appreciation for the commission’s important work.
What would you like people to know about the CoA?
I would like people to know how much care and thought go into the commission’s work. Every accreditation decision involves extensive review, discussion, and deliberation.
The CoA is made up of individuals who care deeply about psychology education and training and who are committed to applying the standards fairly and consistently. While people may not always see the work behind the decisions, commissioners devote considerable time and attention to ensuring decisions are thoughtful, fair, and grounded in the standards.
Is there something that you were involved in during your time on the commission that you are most proud of?
I am particularly proud of the commission’s work during the pandemic. Training programs faced significant challenges, and the CoA had to carefully consider how to support programs while maintaining the quality and integrity of psychology training.
The development of the telesupervision policy is one example of that work. It required thoughtful consideration of how high-quality training could continue in changing circumstances, while remaining grounded in the standards. I am proud of how the commission approached those challenges with both flexibility and a commitment to quality.
What advice would you give to future CoA members?
Come in ready to learn. Accreditation is complex, and no one arrives knowing everything.
Stay grounded in the standards, ask thoughtful questions, and be willing to learn from your colleagues. The relationships you build on the commission are just as important as the work itself.
What will your future hold after your time on the CoA?
Training and leadership development will remain central to my work. I am passionate about developing people, strengthening programs, and supporting the next generation of psychologists.
I expect to continue contributing through leadership, education, and program development in ways that support the future of the profession.
Is there anything else you would like to add?
Serving on the CoA has been one of the most meaningful professional experiences of my career. It has challenged me, broadened my perspective, and connected me with outstanding colleagues across the profession.
I am grateful for the opportunity to contribute to work that has such an important impact on psychology education and training.
What are the things you’re thinking about right now?
Right now, I am thinking a lot about the CoA’s re-recognition process with the Department of Education and the commission’s request to expand its scope to include master's-level accreditation and distance education. These are important opportunities for the profession, and they require careful consideration of how we maintain the rigor, consistency, and accountability that support both quality training and public trust. I am focused on ensuring that we continue to support high-quality training.