This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a variety of objective and self-assessed evaluation instruments. Measures of science literacy in this study included not only science knowledge, but also inquiry (the validity of evidence and the relationship between evidence and explanation) and appreciation (the connections between science, prosperity, and good public policy). Results demonstrated small but significant improvements in science literacy knowledge, inquiry, and appreciation and that most students attribute these gains to the teaching strategies introduced in the class. Results are promising given the relatively minor changes implemented in the course and the strong support demonstrated by students.