Undergraduate curriculum is not representative of all students. Course content, language, images, and textbooks often reinforce societal power relations and hierarchies that tend to center white, male, hetero, middle-class, able-bodied identities. When students' varied cultural and linguistic identities are not represented in the curriculum, inadequately represented students are less likely to actively participate, persist, and continue their education. Emerging scholarship indicates that student-instructor cocreation of course syllabi, materials, and/or classroom experiences is a promising practice for increasing representation and responsiveness to student voices, although researchers do not know how the process of cocreation unfolds in asynchronous spaces. Enrollment in undergraduate online courses across the United States steadily increased from 2012-2021, which created a sense of urgency to understand inclusive and equitable pedagogies for teaching online. In this participatory action research study, five female instructors and one educator researcher incorporated qualitative methods to explore cocreated student-instructor partnerships in asynchronous curriculum. Instructors experienced the collaborative group as a support that helped them to navigate the challenges of cocreation and to take varying levels of risk by disrupting traditional instructor-student power dynamics and by offering students choices to self-direct and enhance their learning (which students took up to varying degrees). Synthesis of our findings included presentation of a model for designing cocreated curriculum for students in online courses. Implications for future practice for instructors and educators are included.