Algorithmic thinking is widely recognised as a foundational cognitive skill for all learners, yet in university curricula it is most often taught through courses that prepare students for computing careers. This experience report describes the design and implementation of Algorithmic Thinking, a required first-year course at Atria University that reimagines algorithms as tools for everyday decision-making. Anchored around the text Algorithms to Live By [4], the course introduced students to concepts such as optimal stopping, explore vs. exploit, sorting, scheduling, and overfitting. These were explored through unplugged classroom activities, guided reading discussions and problem-solving tasks. Across these course components, the emphasis was on the development of cognitive skills associated with algorithmic thinking and recognising the connections between algorithmic ideas and everyday life. Drawing on instructor reflections and student feedback, we report on what worked, what challenges arose, and how students engaged with each component of the course. The course design and findings presented here contribute to ongoing efforts to design inclusive and experiential computing curricula in higher education that recognise multiple entry points and outcomes for diverse cohorts of learners.