Barbara Daley

Professor & Department Chair - Adult & Continuing Education Leadership, Higher Education Administration
Administrative Leadership

Barbara Daley began her adult education career as a staff development instructor in a large hospital setting. Since that time, she has worked as a provider of continuing professional education in health care in a rural community college and in an urban university setting. Daley's current activities include graduate-level teaching on adult learning and change, program planning, organizational learning, qualitative research methods and continuing professional education.

Daley's research interests surround activities designed to expand the current knowledge base on linkages between learning theory, the context of professional practice, and adult education. She was awarded the Cyril O. Houle Scholars in Adult and Continuing Education Fellowship. The fellowship, funded by the Kellogg Foundation, provided research support for her project, "Learning and Context: Understanding the Connections in Continuing Professional Education."

Daley currently serves on the editorial review board of Adult Education Quarterly, and The Journal of Continuing Education in the Health Professions. Daley holds her Ph.D. in adult education from Cornell University.

Sample Articles & Book Chapters

Daley, B.J., Beman, S., Morgan, S., Kennedy, L. & Sheriff, M. (in press, expected October 2017). Concept Maps: A tool to prepare for high fidelity simulation in nursing. Journal of the Scholarship of Teaching and Learning. http://josotl.indiana.edu/

Torre, D.M., Daley, B.J., Picho, K., Durning, S. (2017). Group Concept Mapping: An Approach to Explore Group Knowledge Organization and Collaborative Learning in Senior Medical Students. Medical Teacher. Available at: http://dx.doi.org/10.1080/0142159X.2017.1342030

Cervero, R.M., Artino, A., Daley, B.J., During, S.J. (2017). Health professions education graduate programs are a pathway to strengthening continuing professional development. Journal of Continuing Education in the Health Professions, 37(2), 147-151.

Daley, B.J. & Morgan, S. & Beman, S. (2016). Concept maps in nursing education: A historical review and research directions. Journal of Nursing Education, (55)11, 631-639.

Daley, B.J. & Cervero, R.M. (2016). Learning as the Basis for Continuing Professional Education. In M. Coady (Ed.) Contexts, Practices and Challenges: Critical Insights from Continuing Professional Education. New Directions in Adult and Continuing Education Series. Jossey-Bass, Inc. pp. 19-29.

Cervero, R.M. & Daley, B.J. (2016). Continuing Professional Education: A Contested Space. In M. Coady (Ed.) Contexts, Practices and Challenges: Critical Insights from Continuing Professional Education. New Directions in Adult and Continuing Education Series. Jossey-Bass, Inc. pp. 9-18.

Daley, B. J., During, S., & Torre, D.M. (2016). Using Concept Maps to Create Meaningful Learning in Medical Education. MedEdPublish, 5(1), 19. Dundee, UK: The Association for Medical Educators in Europe (AMEE). http://www.mededpublish.org/manuscripts/380/

Torre, D.M., Ferris, A., Daley, B.J., Durning, S.J. (2016). Common Evaluation Design in Medical Education III. Academic Medicine, 91(12), 24. DOI: 10.1097/ACM.0000000000001324

Torre, D.M., Ferris, A., Daley, B.J., Durning, S.J. (2016). Common Evaluation Design in Medical Education II. Academic Medicine, 91(11), 23. DOI: 10.1097/ACM.0000000000001295

Daley, B.J. & Cervero, R.M. (2015). Continuing Professional Education, Development and Learning. In R. Poell, T. Rocco, G. Roth (Eds). The Routledge Companion to Human Resource Development (pp. 40-49). New York: NY. Routledge, Taylor and Francis Group, Inc.

Torre, D. & Daley, B. (2013). Using Concept Maps in Medical Education.
In K. Walsh (Ed.), Oxford Textbook of Medical Education (pp. 86-99). London: England. Oxford University Press.

Torre, D.M. & Daley, B.J. (2013). Common Evaluation Design in Medical Education. Academic Medicine. 88(11), 1784.

Torre, D.M., Durning, S.J., Daley, B.J. (2013). Twelve tips for teaching with concept maps in medical education. Medical Teacher, 35, 201-208.

Cervero R. M., & Daley, B. J. (2011). Continuing professional education: Multiple stakeholders and agendas. In K. Rubenson (Ed.), Adult learning and education (pp. 140–145). Oxford, UK: Elsevier.

Daley, B. (2010). Concept maps: Practice applications in adult education and human resource development [Perspectives on Practice]. New Horizons in Adult Education and Human Resource Development, 24(2). http://education.fiu.edu/newhorizons

Daley, B., Conceição, S., Mina, L., Altman, B., Baldor, M. & Brown, J. (2010). Concept mapping: A strategy to support the development of practice, research and theory within human resource development. Human Resource Development Review9(4) 357-384.

Daley, B. & Torre, D. (2010). Concept maps in medical education: An analytical literature review. Medical Education, 44, 440–448.