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Preparing college students for a knowledge-based economy is a challenge that requires curriculum design that puts more emphasis on learning skills than on content to be taught. Cognitive skills should be practiced in a context of some content, but the choice of content, the choice of the learning environment, and the choice of the assessment procedures can enhance the development of such skills. In this paper we present these choices for a course that was specially designed to provide adoi:10.4236/ce.2013.47a2004 fatcat:i6cgeplct5axdamtrq2rmwiu3i