It is widely claimed that there is a too-high level of science illiteracy among the general population. It is also claimed that traditional methods of instruction are not effective for addressing this. I will describe a new program at the University of Oregon aimed at improving science literacy among non-science majors, and training the next generation of college science educators. Besides working to incorporate best practices learned from decades of science education research elsewhere, a main component of our program is the involvement of senior undergraduate science majors and graduate students as co-instructors, who work side-by-side with a professor to design and deliver science literacy courses.