{"id":155,"date":"2026-08-06T16:19:41","date_gmt":"2026-08-06T16:19:41","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/?post_type=chapter&p=155"},"modified":"2026-09-21T15:32:56","modified_gmt":"2026-09-21T15:32:56","slug":"resources-materials-and-ai-acknowledgement-statement","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/usingaiinacademics\/chapter\/resources-materials-and-ai-acknowledgement-statement\/","title":{"rendered":"Resources, Materials, and AI Acknowledgement Statement"},"content":{"raw":"
\r\n\r\nRESOURCES\r\n\r\n<\/div>\r\n
\r\n\r\nAI and College Writing: An Orientation<\/a> by Anna Mills\r\n\r\nCyborgs and Centaurs: Academic Writing in the Age of Generative Artificial Intelligence<\/a> by Liza Long\r\n\r\nGagich, M. (2026). Redesigning assignments and assessments for an age of AI. AI Week, Cleveland State University. Gagich_AI Week Redesigning Assignments and Assessments.pptx<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\nGerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https:\/\/doi.org\/10.3390\/soc15010006<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\nHeid, M. (2026, May 19). Is AI making our brains weaker? Time. https:\/\/time.com\/article\/2026\/05\/19\/is-ai-making-our-brains-weaker<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\nKosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X.-H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task (arXiv Preprint arXiv:2506.08872).\r\n\r\n<\/div>\r\n
\r\n\r\nMoriarty, C. Munro, L.,\u00a0 Rottig, D. (2026). Guardrails not gotchas: Ethics, policies, and practices that support real learning. https:\/\/www.youtube.com\/watch?v=jxJaj5ARRl8<\/a>\r\n\r\nStanford University (2026). Understanding AI literacy. https:\/\/teachingcommons.stanford.edu\/teaching-guides\/artificial-intelligence-teaching-guide\/understanding-ai-literacy<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\n \r\n\r\n<\/div>\r\n
\r\n\r\nMATERIALS\r\n\r\n<\/div>\r\n
\r\n\r\nActivities:\r\n\r\n<\/div>\r\n
\r\n\r\nGagich, M. (2026). Assignment: Constructing an AI Acknowledgment of Use Statement. https:\/\/docs.google.com\/document\/d\/1zv-V_SBDwxBnD-Q7UwAt1INw8B8ARKy9-W8Jeuow8pI\/edit?usp=sharing<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\nGagich, M. (2026). Attribution and Acknowledgement Activity. https:\/\/docs.google.com\/document\/d\/1y3ce-HVYPjJMKUYG35bnAqTbYfVhUkO0GOCokKHp7fY\/edit?usp=sharing<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\nPresentations:\r\n\r\n<\/div>\r\n
\r\n\r\nGagich, M. (2026).AI Attributions and Acknowledgement: And the importance of knowing the difference. https:\/\/docs.google.com\/presentation\/d\/179CLmyXpz9i0WscYhsIaHwGofGxJaCtCarZdSQE1i6Y\/edit?usp=sharing<\/a>\r\n\r\n<\/div>\r\n
\r\n\r\n \r\n\r\n<\/div>\r\n
\r\n\r\nOVERALL LABEL: Cyborg\r\n\r\n<\/div>\r\n
\r\n\r\nEach author used AI tools such as ChatGPT, Claude, and CoPilot to help augment their writing and research. AI tools were used collaboratively to brainstorm the structure of the chapter and was used in some cases to provide examples of assignments. The authors iteratively revised and adapted all suggestions to align with the goals of the project and the needs of the intended audience. Further, the AI tools helped edit and refine language in the chapter. All AI output was vetted and verified by the authors.\r\n\r\n<\/div>\r\n
\r\n\r\n \r\n\r\n<\/div>","rendered":"
\n

RESOURCES<\/p>\n<\/div>\n

\n

AI and College Writing: An Orientation<\/a> by Anna Mills<\/p>\n

Cyborgs and Centaurs: Academic Writing in the Age of Generative Artificial Intelligence<\/a> by Liza Long<\/p>\n

Gagich, M. (2026). Redesigning assignments and assessments for an age of AI. AI Week, Cleveland State University. Gagich_AI Week Redesigning Assignments and Assessments.pptx<\/a><\/p>\n<\/div>\n

\n

Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15(1), 6. https:\/\/doi.org\/10.3390\/soc15010006<\/a><\/p>\n<\/div>\n

\n

Heid, M. (2026, May 19). Is AI making our brains weaker? Time. https:\/\/time.com\/article\/2026\/05\/19\/is-ai-making-our-brains-weaker<\/a><\/p>\n<\/div>\n

\n

Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X.-H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task (arXiv Preprint arXiv:2506.08872).<\/p>\n<\/div>\n

\n

Moriarty, C. Munro, L.,\u00a0 Rottig, D. (2026). Guardrails not gotchas: Ethics, policies, and practices that support real learning. https:\/\/www.youtube.com\/watch?v=jxJaj5ARRl8<\/a><\/p>\n

Stanford University (2026). Understanding AI literacy. https:\/\/teachingcommons.stanford.edu\/teaching-guides\/artificial-intelligence-teaching-guide\/understanding-ai-literacy<\/a><\/p>\n<\/div>\n

\n

 <\/p>\n<\/div>\n

\n

MATERIALS<\/p>\n<\/div>\n

\n

Activities:<\/p>\n<\/div>\n

\n

Gagich, M. (2026). Assignment: Constructing an AI Acknowledgment of Use Statement. https:\/\/docs.google.com\/document\/d\/1zv-V_SBDwxBnD-Q7UwAt1INw8B8ARKy9-W8Jeuow8pI\/edit?usp=sharing<\/a><\/p>\n<\/div>\n

\n

Gagich, M. (2026). Attribution and Acknowledgement Activity. https:\/\/docs.google.com\/document\/d\/1y3ce-HVYPjJMKUYG35bnAqTbYfVhUkO0GOCokKHp7fY\/edit?usp=sharing<\/a><\/p>\n<\/div>\n

\n

Presentations:<\/p>\n<\/div>\n

\n

Gagich, M. (2026).AI Attributions and Acknowledgement: And the importance of knowing the difference. https:\/\/docs.google.com\/presentation\/d\/179CLmyXpz9i0WscYhsIaHwGofGxJaCtCarZdSQE1i6Y\/edit?usp=sharing<\/a><\/p>\n<\/div>\n

\n

 <\/p>\n<\/div>\n

\n

OVERALL LABEL: Cyborg<\/p>\n<\/div>\n

\n

Each author used AI tools such as ChatGPT, Claude, and CoPilot to help augment their writing and research. AI tools were used collaboratively to brainstorm the structure of the chapter and was used in some cases to provide examples of assignments. The authors iteratively revised and adapted all suggestions to align with the goals of the project and the needs of the intended audience. Further, the AI tools helped edit and refine language in the chapter. All AI output was vetted and verified by the authors.<\/p>\n<\/div>\n

\n

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