Germán Estrada Mendoza

I have taught corporate finance, valuation, and M&A across undergraduate and graduate programs for over a decade — from building the first Corporate Finance curriculum for PUCP's undergraduate Finance Major (growing enrollment from under 20 to four sections of 40) to chairing the M&A and Valuation sequence at CENTRUM PUCP's Master in Corporate Finance. At Notre Dame, I apply that same rigor to early-stage companies, where the financial frameworks matter most and the data to populate them barely exists. The philosophy below describes how I approach that challenge.

Conceptualization of Learning

I believe learning happens at the nexus of theory and practice, particularly in finance and entrepreneurship education. Students truly learn when they can translate theoretical concepts into tangible outcomes while developing a deeper understanding of the complexities, challenges, and rewards of entrepreneurial endeavors. Learning is not merely the acquisition of information but an iterative process of experimentation, reflection, and application.

In my experience, students learn most effectively when engaged in solving real-world problems. They need opportunities to test their assumptions, receive immediate feedback, adapt their strategies, and observe the results of their decisions. This experiential approach creates powerful learning moments, particularly in entrepreneurship education, where the dynamic nature of startups demands adaptability and resilience. When students directly engage with industry partners, potential customers, and market realities, abstract concepts transform into practical understanding.

Conceptualization of Teaching

As an educator in finance and technology entrepreneurship, I view my role as that of a guide and facilitator who creates meaningful learning experiences rather than simply delivering content. I embrace a pedagogical approach that blends rigorous academic theory with practical application, drawing from my background in corporate finance, startup development, and academic experience.

My teaching methodology centers on three core principles. First, I create immersive learning environments where students engage with real challenges in the entrepreneurial ecosystem. The Tech Startup Sprint Series and Idea Validation courses I've developed exemplify this approach, enabling students to test business hypotheses in real-world settings. Second, I emphasize individualized mentorship, recognizing each student's unique background, aspirations, and learning style. As a Capstone Faculty Advisor, I meet students where they are and guide them toward where they aim to be. Third, I cultivate a global perspective, deliberately incorporating diverse case studies and experiences from different entrepreneurial ecosystems, particularly leveraging my connections to Latin American markets.

Goals for Students

My primary goal is to develop students who possess both the technical expertise and entrepreneurial mindset necessary to create meaningful impact through innovation. I want students to emerge from my courses not only with fundamental knowledge but with the confidence and competence to navigate the uncertainty inherent in entrepreneurship. Specifically, I aim for students to:

1. Acquire practical skills in financial modeling, business model development, and technology commercialization for early-stage ventures.
2. Develop the ability to rigorously test value propositions with real customers through effective customer discovery and market validation.
3. Cultivate resilience and adaptability when facing the inevitable challenges of the entrepreneurial journey.
4. Build a professional network that extends beyond graduation, connecting them to mentors, potential teammates, and investors.
5. Recognize the ethical dimensions and social impact of their entrepreneurial decisions.

The measure of my success as an educator is not simply what students know upon completing my courses but what they can create, the problems they can solve, and their capacity to drive innovation in their chosen fields.

Implementation of Philosophy

I implement my teaching philosophy through curricula that mirror the rhythm and challenges of actual startups. My courses are designed as scaffolded learning experiences that gradually increase in complexity and autonomy.

In the Entrepreneurial Finance course, I use case-based teaching to analyze real startup financial models, moving beyond theory to examine the nuances of early-stage financing. Students develop comprehensive financial projections for actual ventures, receiving feedback not only on the numbers but, more importantly, on the rationale behind their business assumptions. This forces them to research current tech startup metrics and trends beyond the standard business assessment.

My Tech Startup Sprint Series creates an accelerated entrepreneurial environment where students move from idea to minimum viable product in compressed timeframes. This methodology simulates the pressure and pace of startup development while providing a supportive environment for experimentation and learning.

As a Capstone Advisor, I structure regular touchpoints with students throughout their journey, offering guidance that balances direction with discovery. I intentionally challenge assumptions, encourage critical thinking, and help students navigate the inevitable pivots inherent in entrepreneurial development.

I also leverage digital learning tools to extend the learning experience beyond the classroom, collaborating with Notre Dame's Office of Digital Learning and other faculty members who share the same vision. My courses demand students use tools such as Capital IQ, PitchBook, AI tools, and design tools such as Figma and Balsamic, among others.

Professional Growth Plan

My development as an educator is an ongoing journey, informed by continuous reflection, feedback from students, and staying attuned to emerging trends in both entrepreneurship and pedagogy. I regularly evaluate the effectiveness of my teaching methods through student outcomes, particularly by tracking the success of student career trajectories.

Looking forward, I am focusing on three key areas for my own professional growth:

First, I am developing deeper expertise in emerging technologies, particularly artificial intelligence and its implications for entrepreneurship education. Understanding these technological shifts is crucial for preparing students to identify and capture opportunities in rapidly evolving markets.

Second, I am enhancing my pedagogical toolkit by exploring innovative teaching methodologies that can better prepare students for the uncertainty of entrepreneurship. This includes a deeper exploration of simulation-based learning and immersive technologies that create realistic entrepreneurial scenarios.

Finally, I am expanding my global perspective by strengthening connections with entrepreneurial ecosystems beyond the United States, particularly Latin America. These relationships enrich the learning experience by exposing students to diverse business models, cultural contexts, and market opportunities.

Through deliberate reflection on my teaching practice and ongoing professional development, I strive to continuously improve my effectiveness as an educator in service of my students' growth and success.