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Brian Hamel

Title: Assistant Professor

Department: Political Science

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of California at Los Angeles, 2021
    Major: Political Science
    Dissertation: Essays on Public Policy, Representation, Accountability, and Elections
  • MA, University of California at Los Angeles, 2019
    Major: Political Science

Current Scheduled Teaching

PSCI 2315.001Honors US Political Behavior and PolicyFall 2024 Syllabus
PSCI 4020.001Urban PoliticsFall 2024 Syllabus
PSCI 2306.901US and Texas Constitutions and InstitutionsSummer 3W1 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

PSCI 2315.001Honors US Political Behavior and PolicySpring 2024 Syllabus SPOT
PSCI 3110.001The Legislative ProcessSpring 2024 Syllabus SPOT
PSCI 4020.001Urban PoliticsFall 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Hamel, B.T., Harman, M. (2023). Can Government Investment in Food Pantries Decrease Food Insecurity?. 121 102541.
  • Hamel, B.T. Inequality in the Classroom: Electoral Incentives and the Distribution of Local Education Spending. Journal of Politics.
  • Green, D.P., Hamel, B.T., Miller, M.G. Macropartisanship Revisited. Perspectives on Politics.
  • Hamel, B.T., Holliday, D.E. (2023). Unequal Responsiveness in City Service Delivery: Evidence from 42 Million 311 Calls.
  • Hamel, B.T., Wilcox-Archuleta, B. (2022). Black Workers in White Places: Daytime Racial Diversity and White Public Opinion. Journal of Politics. 84 (3) 1828-1833.
  • Asquer, R., Golden, M.A., Hamel, B.T. (2020). Corruption, Party Leaders, and Candidate Selection: Evidence from Italy. Legislative Studies Quarterly. 45 (2) 291-395.
  • Atkeson, L., Hamel, B.T. (2020). Fit for the Job: Candidate Qualifications and Vote Choice in Low Information Elections. Political Behavior. 42 (1) 59-82.
  • Hamel, B.T., Yoshinaka, A. (2020). Who Donates to Party Switchers?. American Politics Research. 48 (2) 295-307.
  • Hamel, B.T., Miller, M.G. (2019). How Voters Punish and Donors Protect Legislators Embroiled in Scandal. Political Research Quarterly. 72 (1) 117-131.
  • Henderson, J.A., Hamel, B.T., Goldzimer, A.M. (2018). Gerrymandering Incumbency: Does Nonpartisan Redistricting Increase Electoral Competition?. Journal of Politics. 80 (3) 1011-1016.
  • Panagopoulos, C., Leighley, J.E., Hamel, B.T. (2017). Are Voters Mobilized by a 'Friend-and-Neighbor' on the Ballot? Evidence from a Field Experiment. Political Behavior. 39 (4) 865-882.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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