Technology, machines, and AI significantly impact nearly every aspect of our daily lives. Yet, computing ethics knowledge remains largely inaccessible, especially to non-computer science students. To address this, we designed an inclusive, interdisciplinary course on computing ethics and pedagogical principles. As part of this course, undergraduate students (N = 21) partnered with seven non-computer science faculty to co-create a computing ethics module for each of their courses. Building on the course’s diverse content, rich class discussions, and engaging activities, students shaped the learning experiences of future students through the successful co-creation of curricular materials. Student reception of our course was overwhelmingly positive, though some students noted an imbalance in how responsibilities were shared with faculty. Through our novel approach to curriculum development, a broader range of students will have access to critical knowledge affecting their daily lives. By teaching students how to teach others, our approach expands who engages with computational ethics and helps democratize knowledge about technology and its social and ethical implications.