Weatherson had an interesting post a while back on "101 teaching", specifically whether it's preferable to go for breadth or depth of content. I don't have any relevant experience here, besides the classes I've taken as a student, but I'm inclined to think that the ideal undergraduate philosophy programme would offer two compulsory first-year courses (one each semester), one on methodology and the other on problems.
Oddly enough, the best overview of philosophical methods I received was in a linguistics class ("semantics"). It included first-order logic, scopal ambiguity, possible worlds analyses, counterfactuals, referential opacity, the de dicto/de re distinction, etc. Very useful -- and interesting too, if taught in the right way, with fun examples, etc. So I think it'd be great to introduce all that in a standard phil course, along with standard "critical thinking" topics, informal fallacies, and crucial philosophical distinctions like necessary vs sufficient conditions, soundness and validity, truth vs. certainty, and so forth. (I would also include a special section on thought experiments!)
The course could be called The Philosopher's Toolkit, and make use of the book of the same name. The core goal would be to impart to students the conceptual "tools" which can aid their critical thinking generally, and prepare them for academic philosophy in particular. The challenge, of course, is to impart these skills in an engaging way.
My second ideal course, Problems of Philosophy, has two parts. (1) It would begin with a very broad and shallow survey of the major fields, just so that students get a taste of the kinds of questions that are asked (and some of the important arguments), and hopefully perk their interest in the more specialized later-year courses. (2) But it would conclude with a much more in-depth section on a particular topic (I'd choose ethics) with the goals of (i) showing students how philosophy is actually done; (ii) thereby establishing that it's not all just a matter of arbitrary opinion; and (iii) giving students a chance to do some real philosophy for themselves.
I'd also suggest an option course on Philosophy of Life that addresses the sorts of wishy-washy subjects that I've taken to rambling about recently under that category. You know: sexual ethics, existentialism, authenticity, the meaning of life, etc. Students love that stuff, and if you can't find it in a philosophy department, who else is going to offer it? It'd be loads of fun, and potentially very popular (I imagine), even if the more serious professors would scoff. Besides, they are important topics, and philosophers shouldn't feel above discussing important things every now and then. ;-)