I’ve been heavily involved in the University of Oregon’s Science Literacy Program, which aims to improve science education for non-science-major undergraduates by designing innovative classes based on effective “active learning” methods. A student in my Fall term Scientific Revolutions class filmed a story for the campus newspaper on the Science Literacy Program, which is neat! See: http://dailyemerald.com/2013/04/18/video-uo-program-aims-to-improve-science-literacy/
The Scientific Revolutions course, by the way, focuses on four “revolutions” and explores what they were, as well as how they illustrate the scientific process. You (the reader) might like to guess what revolutions we picked, or what revolutions you’d choose for such a course. You can check your answers against the syllabus.