The Chromite Deposits of Stillwater and Sweetgrass Counties, Montana

In writing this report, two objects were kept in mind, (1) to explain, if possible, the origin of the chromite deposits found in Sweetgrass and Stillwater Counties, and (2) to bring up to date all information on these deposits which had thus far been available. The work done consisted of study of the rocks and ores of the area under the microscope, both as thin sections and as polished sections, practically all of which was done at the Montana State School of Mines, during the school year of 1928 - 1929. The rock specimens and much information as to their locations and probable compositions were obtained from Mr. P. F. Minister, of the East Butte Copper Company. United States Geological Survey Bulletin 725-A, Deposits of Chromite in California, Oregon, Washington, and Montana, and the unpublished report on the Chromite deposits of the Boulder River, prepared by Prof. C. H. Clapp of the University of Montana, were frequently referred to and considerable material was drawn from them. The map of the Boulder River area is from Clapp's report.

Electrolytic Recovery of Copper and Zinc from Brass

The purpose of this research was to continue the work of Thomas Parker, who worked on the recovery of copper and zinc from brass during the school year l934 - 1935. Since there is such a wide variety of brasses made with usually a third alloying constituent, remelt­ed scrap is suitable only for castings of wide tolerance in specifications.

Two Approaches to Collaborative Information Literacy Instruction at a Small Engineering School

Two librarians at a small STEM academic library have partnered with professors to develop and teach chemistry and writing courses. These librarians have successfully worked with professors to serve as an active presence within the classroom. This article describes the challenges of navigating the typical obstacles librarians face when attempting to integrate information literacy into the curriculum, reflects on the benefits of these collaborations, and touches on strategies for implementing similar programs at other institutions. It outlines two distinct approaches to collaborating with professors on credit-bearing information literacy courses, along with the key steps involved in planning and implementing these courses, including generating institutional buy-in, identifying potential collaborators, negotiating workload and responsibilities with collaborators, and planning to sustain courses beyond a single academic year. Suggestions for overcoming obstacles, supplemented by experience-based recommendations, are discussed.