Hispanics are the fastest-growing population in the United States (US), yet they remain significantly underrepresented in computer science (CS) disciplines, degrees, and careers. The concern for Broadening Participation in Computing (BPC) of the Hispanic population gave rise to Remezcla, a Broad Implementation collaborative project designed to increase the coding and computer science (CS) skills of Hispanic and Spanish speaking students in the US and Puerto Rico (PR). CS education in PR presents unique challenges to the BPC landscape because despite recent policies to integrate CS into the K12 curriculum, more than 80% of its public schools do not offer CS courses. Since 2021, Remezcla has provided an alternative pathway for CS learning to over 500 middle and high school students in PR.

Remezcla (Spanish for "remix") leverages students’ natural interest in music. The program utilizes EarSketch, a music remixing platform developed by Georgia Tech, to expose students to CS through engaging, informal and culturally relevant programming experiences. Students learn Python to produce tangible musical artifacts. The combination of these curricular strategies enhances CS learning by addressing its common learning barriers, negative perceptions of difficulty, lack of belonging, and low self-efficacy.

This presentation shares key insights from multiple iterations of Remezcla’s implementation in PR, contributing to discussions on how higher education institutions can effectively design and deliver STEM education experiences for secondary school students. The first key insight focuses on implementation formats. Remezcla launched during the COVID19 pandemic, relying on virtual instruction before transitioning to in-person models. Comparing these experiences, along with summer camp and after-school formats, provides insights into student engagement and learning outcomes across different educational settings.

Another key aspect is the alignment of cultural relevance with student-centered teaching strategies. The original curriculum incorporated Hispanic cultural elements such as traditional music genres and bilingual tools. However, student feedback revealed that contemporary youth culture played a stronger role in engagement than traditional cultural references. This finding led to the incorporation of a structured lesson design based on the gamified approach of a badge system. Students earned badges for completing song-based coding challenges, progressively mastering concepts such as variables, loops, and conditionals. This approach reinforced students’ skill application by providing clear milestones and tangible recognition of their progress, and by encouraging them to experiment with more complex coding techniques.

Finally, Remezcla highlights the importance of fostering community to enhance a sense of belonging. While the original curriculum emphasized Hispanic community values, shifting to a hub model (bringing students from multiple schools to a central location) underscored the role of peer relationships. Building friendships within the program proved to be a powerful factor in boosting students’ motivation to learn. By examining Remezcla’s evolution, this work provides practical insights for educators, researchers, and policymakers seeking to implement inclusive, culturally responsive STEM education programs. The findings offer valuable guidance on how to engage underrepresented students and create equitable learning opportunities in CS.

Keywords: Computer Science Education, STEM experiences, student-centered curriculum, informal learning.