Bridgette Braig

Background

About Bridgette Braig

Simultaneous pursuit and expertise building in two major career paths - higher ed teaching and marketing strategy. Full-time marketing faculty focused on creating and delivering engaging foundational courses in marketing principles, strategy, consumer behavior, and data-driven reasoning. Having kicked textbooks to the curb, my classes use blogs, Ted talks, podcasts, current events, campaigns, white papers, and data visualizations to set up frameworks, stimulate discussions, and solve brand growth problems. I develop integrative applied projects with deliverables resembling client projects from my consulting practice. My teaching interests lie in serving first generation-college and other under-served student segments, and I'm driven by two main mantras - 1) meet learners where they are and 2) get them employer ready. On the consulting side, am passionate about consumer insights and using their voice to uncover opportunities and solve a full range of business problems. Pretentious Ph.D. training made me smart in overall business strategy, creative research design, question asking (of all sorts), and practically driven analysis. But, am also fearless in hands-dirty (literally sometimes!) fieldwork with experience ranging from general surgery to bathroom cleaning. I’ve held conversations in ORs, kitchens, clinics, and at computers talking to kids playing video games. A strategy generalist, I’ve leveraged consumer insights to develop growth strategies and implementation plans for start-ups as well as Fortune 500 companies. Also experienced in creating custom executive research training and education programs. Combining the two skillsets has also allowed me to develop expertise in curriculum design and assessment. Academics use the term "backwards course design," but really curriculum and assessment is about strategy, execution, and measurement of results. Nothing backwards about establishing learning objectives, building course content and exercises to deliver on them, and then gathering student performance data to see whether it worked.