Early exposure to ethical reasoning and diversity, equity, inclusion, and justice (DEIJ) concepts is critical for preparing socially responsible computer scientists. To support this goal, we designed and implemented a required, non-programming, discussion-based first-year computer science (CS) course series in our four-year undergraduate CS program that integrates DEIJ and ethics as foundational themes, which is taken concurrently with an introductory programming course series. The new course adopts a breadth-first structure delivered over a 10-week quarter, with 6 of the 18 sessions focused specifically on DEIJ and ethics. Over three consecutive academic years, we collected pre- and post-course survey data from 451 students enrolled in the new course. Results show a statistically significant increase in student’s recognition of the importance of DEIJ and ethics and a substantial increase in understanding how these dimensions intersect with technical practice. In this experience report, we describe the course design, instructional methods, and survey instruments; present key findings; and reflect on lessons learned. This work contributes a model for embedding DEIJ and ethics into the early undergraduate computing curriculum.