A course titled "The Environment" was taught in fall 2007 using the traditional lecture method. The course was used as the control group. The same course was taught as an experimental group in spring 2011 using creativity for enhancing the technological literacy of the students. Six assignments based on students on some of the most important environmental issues were given to the students. Each issue was loaded with technological literacy details. The assignments were graded using a creativity quotient on a scale of 0-7. The creative assignments comprised 20% of the course grade. The creativity assignments were the only difference between the control and experimental groups. In a written survey the students stated that the assignments provided them with a creativityfriendly, rich, imagination-fostering environment for learning. The average grade of the control group was 64% while that of the experimental group was 78%, a 22% improvement over the control group. The t-test confirmed statistical improvement, t value of 3.6, at a significant confidence level with an alpha value of 0.05. © 2012 American Society for Engineering Education.