Barry Jason Mauer

Barry Jason Mauer, Ph.D.

Biography

Barry Jason Mauer is an associate professor in the Department of English at the University of Central Florida, and is director of the Texts and Technology Ph.D. program. His published work focuses on developing new research practices in the arts and humanities. His latest research is about citizen curating, which aims at enlisting a corps of citizens to curate exhibits, both online and in public spaces, using archival materials available in museums, libraries, public history centers, and other institutions. He also publishes online comics about delusion and denial, particularly as they affect the realm of politics. In addition, Mauer is an accomplished songwriter and recording artist. Mauer completed his graduate studies at the University of Florida in the Department of English, where he worked under the direction of professors Gregory Ulmer and Robert Ray. He lives in Orlando with his wife and daughter, two dogs, and his cat.

Education

  • Ph.D. in English (Cultural Studies) from University of Florida (1999)
  • M.A. in English (Cultural Studies) from University of Florida (1995)
  • B.A. in Film Theory and Cultural Politics from University of Minnesota (1990)

Research Interests

Film and Media Studies, 

Cultural Studies, 

Rhetoric and Composition, 

Literary Theory, 

Memory and Monuments, 

Digital Humanities

Recent Research Activities

Citizen Curating


Selected Publications

Television Episodes

  • Music and Found Photographs. Half-hour televised interview about my research projects and creative work.  UCF Profiles. The UCF Channel, WBCC-DT.  https://youtu.be/YvyX4Vszl14 
  • Monument to Lost Data.  Half-hour televised interview about my research project on lost data. UCF Profiles. The UCF Channel, WBCC-DT.  https://youtu.be/tuVKetm7810

     

Articles/Essays

Artwork

  • The Invisible Parameter. “Do It!” Exhibition at UCF Art Gallery. Includes work by Barry Mauer and by 10 students in his ENG 6810: “Theories of Texts and Technology” seminar. Feb. 23, 2016 – Mar. 4, 2016.    
  • “Curating the Mystory: Ideology and Invention in the Theory Classroom.” Slide presentation/Video exhibit piece introducing three student-produced mystories.  The Encounter: Baalu Girma and Zora Neale Hurston, UCF Art Gallery, Jan. 11-Feb 18.

     

Book Sections/Chapters

  • "Curating the Mystory: Ideology and Invention in the Theory Classroom," Putting Theory into Practice in the Contemporary Classroom: Theory Lessons. Becky McLaughlin. Cambridge Scholars Publishing

  • “Teaching the Repulsive Memorial.” Co-authored with John Venecek, Patricia Carlton, Marcy Galbreath, Amy Larner Giroux, and Valerie Kasper. Producing Public Memory: Museums, Memorials, and Archives as Sites for Teaching “Writing.” Eds. Jane Greer and Laurie Grobman. Routledge. https://www.researchgate.net/publication/281105966_Teaching_the_Repulsive_Memorial

  • “Rigorous Infidelity: Whole Text Sampling in the Curatorial Work of Henri Langlois, Dewey Phillips, and Jean-François Lyotard.” Sampling across the Spectrum. Oxford University Press.  https://www.researchgate.net/publication/260187493_Rigorous_Infidelity_Whole_Text_Sampling_in_the_Curatorial_Work_of_Henri_Langlois_Dewey_Phillips_and_Jean-Francois_Lyotard
  • "Asynchronous Documentary: Buñuel’s Land Without Bread." Book chapter for Lowering the Boom: New Essays on the History, Theory and Practice of Film Sound, edited by Anthony Grajeda and Jay Beck. University of Illinois Press.
  • "Nietzsche at the Apollo: An Experiment in Clipography." Book chapter for New Media/New Methods: The Turn from Literacy to Electracy, edited by Jeff Rice and Marcel O’Gorman. Parlor Press.
  • "Proposal for a Monument to Lost Data." Book chapter for Studies In Writing, volume 17, Writing and Digital Media, edited by Luuk van Waes, Mariëlle Leijten, Christine M. Neuwirth. Elsevier Press.

Recordings

Creative Publications

Book Reviews

  • "Review of Georges Bataille: A Critical Introduction, by Benjamin Noys." Cultural Analysis: Volume 3.

Miscellaneous Publications

  • “What Holds Us Back From Achieving a Better Society?” UCF Forum and Huffington Post. July 13. Also broadcast as a radio piece on WUCF, July 17, 2016.    

  • “Censorship Is Not All Bad.” UCF Forum and Huffington Post. March 9, 2016. Also broadcast as a radio piece on WUCF, March 14, 2016.    
  • “The United States Could Use a ‘Therapist General’” UCF Forum and Huffington Post. November 4, 2015. Also broadcast as a radio piece on WUCF, November 8, 2015.    
  • “Rock and Roll and the Amateur Aesthetic.” Texts and Technology Blog.    

Awards

2017

• QEP What’s Next Grant, “Interdisciplinary Curating and Museum Studies Minor.” Awarded April 2017. $3500. 

2016

•  “Curating across the Curriculum.” QEP Enhancement Award. $3500.

•  Rose Library Fellowship for the “Repulsive Monuments” project at the Stuart A. Rose Manuscript, Archives, and Rare Book Library at Emory University. $500.

    

•  "The Big Read" awarded 6/2/15. National Endowment for the Arts (NEA). Awarded Amount(s): C&G External: $20,000.35, C&G Internal Cost Share Required: $18,900.00. PI: Keri Watson Co-PIs(s): Dr. Maria Santana, Dr. Barry Mauer, Larry Cooper, Connie Lester, Meredith Tweed, Scot French, Anastasia Salter, Yulia Tikhonova


2015

•  CAH Research Incentive Seed Funding Program. “The Citizen Curator Project” (PI: Barry Mauer). 


2014

•  CAH Summer Research Development Program. 

2013

•  “Writing Assignments for LIT 3714: Literary Modernism.” WAC Starter Grant.


2012

•  “Critical Thinking Modules for Lower Division English and CAH Courses.” Information Fluency Grant. 


2011

•  Information Fluency Initiative Grant. “Critical Thinking: Modules on Premises, Part II.” 


2011

•  “Critical Thinking Modules for Lower Division English and CAH Courses.” Information Fluency Grant. 


2009

•  Toni Jennings Special Initiative Award. “A Prototype for Digital Archiving in K-12.” P.I.: Barry Mauer. $6000.

  

2007

•  Information Fluency Initiative Grant. “Class Design of Learning Outcomes and Assessment.” 


2006

•  College of Arts and Sciences Research Award. “Simulating Mental Illness.” 


2004

•  “Traditions of Oral Narrative.”  Funded by the U.S. Department of Education, Title VI Program for Internationalizing the Curriculum. (Co-investigator). $2000 (my portion of the grant).


2003


•  Interdisciplinary Research Award.  “Electronic Monumentality: Mourning and Memory on the World Wide Web.”


2002


•  I-4 Corridor Research Award. “Cultural ByWays.” PIs: Christopher Stapleton, Charles Hughes. 


2001



2001


•  Center for Metropolitan Studies Grant. “Interactive Digital Storytelling Festival.” PI: Sterling Van Wagenen. $10,000.


2001


•  Center for Metropolitan Studies Grant. “Earth Echoes: Reinventing Community through Technology, Story and Culture” $10,000.


2001


•  Interdisciplinary Research Award.  “Earth Echoes: Integrating Technology, Nature, and Narrative.”  PI: Barry Mauer 


2001


•  “A Monument to Lost Data.” CREAT Curriculum Development Grant. 


2000


•  College of Arts & Humanities Excellence in Graduate Teaching Award


2016

•  UCF Open-Access Champion Award.


2015

•  UCF Teaching Incentive Program Award (TIP).


2010

•  “Academic Affairs Fellowship.” UCF.


2006

•  “Award for Innovative Excellence in Teaching, Learning and Technology.” UCF campus-wide award.


2006

•  College of Arts and Sciences Undergraduate Teaching Excellence Award.


2005

•  “Monument to Lost Data.” Research and Mentoring Program (RAMP) Award.


2004

•  UCF Teaching Incentive Program Award (TIP).


2004

•  Office of Student Scholarship and Fellowship Advisement (OSSFA) Undergraduate Research Program Award.  


2003

•  Office of Student Scholarship and Fellowship Advisement (OSSFA) Undergraduate Research Program Award.  


2002

•  McGinty Dissertation Fellowship. University of Florida. 


1999

•  Department of English Excellence in Teaching Awards. UF


1996

•  Department of English Excellence in Teaching Awards. UF 


1994

Courses

Course Number Course Title Mode Date and Time Syllabus
11205 ENC4415 Dig Rhetorics & Mod Dialectic Face to Face Instruction (P) Tu,Th 04:30 PM - 05:45 PM Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

The course title - "Digital Rhetoric and the Modern Dialectic" - can mean many things. We could imagine a class focused on coding and how ideological biases make their way into software. We could also imagine a class focused on how people use social media to persuade others. Other possibilities include studies of popular culture, science, religion, and other institutions and their use of digital tools to achieve their ends. This class takes a different approach; rather than focus our studies solely on rhetoric and dialectic already in use, we will be inventing new rhetorical and dialectical practices for digital media. Since each era needs to reinvent these things as it adapts to new media, why not give that challenge to ourselves?

The basic textbook we will be using for our class is Gregory Ulmer's Internet Invention. It is not an easy book! We will be learning about a vast number of things along the way to achieving our main goal, which is to create a "widesite." Ulmer defines a widesite as a personalized emblem that allows us to make sense of the world in our own way. It is a tool and a method that allows us to gain the "truth" for ourselves and share that truth with others.

In this course, we will address "emergent problems," which are problems that arise in our current historical moment and pose immediate danger (emergency). Emergence is "a property which a complex system has, but which the individual members do not have" (Issam Sinjab). These include problems affecting the environment (the 6th extinction, depletion of natural resources, climate change), human society (authoritarianism, propaganda, cults), public health (pollution, guns, addiction, vaccine hesitancy), civil rights (degradation of voting rights, reproduction rights, immigrant rights), and the economy (growing inequality, market volatility, externalities). These are also "wicked problems," which means they are resistant to resolution because of "incomplete or contradictory knowledge, the number of people and opinions involved, the large economic burden, and the interconnected nature of these problems with other problems" (AC4D). What can we do? Or, should we accept that it is already too late? Should we mock those who are concerned (as Alfred Jarry did)? In this class you will work to address a wicked problem using our theories as methods.

11143 ENG3014 Theories and Tech of Lit Study World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans.  The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

19642 LIN4801 Language and Meaning World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This course studies the interactions humans and language engage in to make meaning. It examines the ways we organize texts into particular forms (narrative, metaphor, argument, pattern, and procedure) and the inferences (prototype, template, procedural) and logics (deductive, inductive, abductive, conductive) we use to make sense of them. We will study examples of these forms, inferences, and logics and also the critical and theoretical fields such as narratology, rhetoric, semiotics, structuralism, and ludology that help us understand them.

No courses found for Fall 2020.

Course Number Course Title Mode Session Date and Time Syllabus
51383 LIN4801 Language and Meaning World Wide Web (W) B Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This course studies the interactions humans and language engage in to make meaning. It examines the ways we organize texts into particular forms (narrative, metaphor, argument, pattern, and procedure) and the inferences (prototype, template, procedural) and logics (deductive, inductive, abductive, conductive) we use to make sense of them. We will study examples of these forms, inferences, and logics and also the critical and theoretical fields such as narratology, rhetoric, semiotics, structuralism, and ludology that help us understand them.

Course Number Course Title Mode Date and Time Syllabus
18352 ENC4415 Dig Rhetorics & Mod Dialectic Face to Face Instruction (P) Tu,Th 04:30 PM - 05:45 PM Unavailable

PR: Grade of “C” (2.0) or better required in ENC 1102. E

xplores the development of digital rhetorics appearing in online environments through close reading and analysis of formative rhetorical texts, fiction, and internet materials.

18245 ENG3014 Theories and Tech of Lit Study World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans.  The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

19602 ENL3220 English Renais Poetry Prose World Wide Web (W) Unavailable

This course introduces you to the authors, forms, and major themes that vitalize English Renaissance poetry and prose. Our readings will mainly be focused on themes designed to provide us with ingress into the poetry and prose, culture and historical vitality of the period—‘truth’, ‘love’, ‘gender ‘revolution and class’, ‘engendering the city’. We will be reading cross-sections from works by many authors (Thomas More, Thomas Wyatt, Edmund Spenser, Robert Burton, George Herbert, William Shakespeare, and John Milton) to explore these themes from as many angles as possible. We will explore the similarities, the lines of consensus, of shared languages and beliefs, between the different writers, but we will also be keen to observe and analyze differences. Several segments of the course focus on the re-construction and re-presentation of the human body - including a critical investigation of anatomy as a visual concept (the Icarian/cartographic gaze), and how early cartographic practice reveals a striking iconic correlation between maps and the (female) body (Robert Burton). Specific seminars will also explore how the acts of creating/writing are themselves devices for fashioning the body and identity (Wyatt), positioning the self within a social and religious order as well as defining the otherness of gender (Shakespeare).

19605 ENL4333 Shakespeare Studies Mixed-Mode/Reduce Seat-Time(M) M,W 03:30 PM - 04:20 PM Unavailable

We will read plays and a narrative poems from Shakespeare’s career as chief dramatist for The Lord Chamberlain’s Men and, later, The King’s Men. Our class discussions will involve close analysis of Shakespeare’s language, his culture, and the various moral, political, and aesthetic issues raised in the plays and poetry. We will favour a thematic over chronological order of reading so that we can build on our progressive examination of king and kinship, gender, love, friendship and reciprocal obligation; also, in relation to these issues, we’ll examine domestic and political tyranny—and of course, revenge and moral redemption. This subject is also at the junction of Literature and Cinema as well as other art forms such as paintings of the Renaissance period. The course has as its aim to offer an innovative interdisciplinary analysis of Shakespeare as well as an overview of current philosophical approaches. Finally, the course argues for the critical importance of thinking Shakespeare now. We will therefore consider what Shakespeare has to offer now and in the future and how We will therefore consider what Shakespeare has to offer now and in the future, and how Shakespeare’s texts can arm students “with audacity” so as to make logical, compelling arguments, in speech and in writing. Plays will be supplemented by readings in Shakespearean criticism and in contemporary theory.

Course Number Course Title Mode Date and Time Syllabus
91945 ENC4312 Theory & Pr Persuasive Writing World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This class will examine the use of language to persuade, and the capacity of persuasion to harm and to benefit ourselves and others. Persuasive language can be used to convince people, either through facts and logic, or by misrepresentation and twisted logic. At worst, this capacity can lead us into fiascos; during the housing bubble that preceded the 2008 financial collapse, so many people were fooled about the security of subprime loans that they brought on a global economic meltdown. More recently, tens of millions of Americans voted a con man with a horrifying agenda into the presidency. His followers repeatedly failed to heed warnings about the president's criminal and unethical behaviors and instead participated in his crimes while attacking his critics and perceived enemies, with the president’s incitement and often with lethal force. Why makes persuasive forms of writing (and speech) so powerful?

The course investigates persuasive writing as it relates to three areas of inquiry:

1.       The human capacity for being persuaded.

2.       The ability of con artists and propagandists to fool people.

3.       The ways in which people might protect themselves from being fooled.

We seek to understand how humans are prone to self-deception, ignorance, credulity, propaganda, prejudice, groupthink, and mass hysteria, so that we will have a greater chance to counteract the reasoning errors that lead to these outcomes. This learning process involves gaining critical self-awareness, and my bet is that we will discover that each of us holds beliefs, including our most cherished core beliefs, that are likely false and may also be dangerous (note: if you can't tolerate having your core beliefs challenged, you should not take this class!).

Learning how not to be fooled is a large part of critical thinking, which is central to a humanities education. This course teaches critical thinking in new and exciting ways by including lessons about how to stop our automatic reactions and about acquiring life management skills that will help us avoid getting fooled. We will examine this theme in relation to several areas of study:

1.       Modes of persuasion, ranging from dialogue to war

2.       Propaganda and public relations

3.       Science and pseudo-science

4.       Mental illness and health

5.       Technology and culture

The course draws upon materials from many knowledge areas—philosophy, cognitive science, economics, rhetoric, sociology, politics, and communications theory—to investigate our capacity to be fooled. The result will be an accessible, yet challenging and engaging course.

89914 ENG3014 Theories and Tech of Lit Study World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans.  The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

90128 ENG3014 Theories and Tech of Lit Study World Wide Web (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans.  The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

Updated: Jan 30, 2020