Attribution and OER Revision Statement
- Page ID
- 123639
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)AI Use in Course Development – Transparency & Standards
As part of the development process for this textbook and its accompanying course materials, we utilized artificial intelligence (AI) as a supportive educational technology to assist with idea generation, content organization, and early-stage drafting. Our use of AI was guided by principles of transparency, academic integrity, accessibility, and human oversight. At no point was AI used as a substitute for faculty expertise, scholarly judgment, or pedagogical decision-making.
Specifically, we deployed a custom, equity-aware chatbot that was prompt-engineered to align with our educational goals and informed by Open Educational Resources (OER), scholarly materials, and other openly available educational content. The purpose of this tool was to assist with brainstorming, generating potential examples, identifying organizational structures, suggesting learning activities, and helping authors overcome common challenges associated with drafting and revising educational materials.
The AI’s role was limited to ideation and preliminary content generation. All AI-generated material underwent extensive review, revision, verification, and editing by the course authors. Faculty members evaluated content for accuracy, clarity, inclusivity, accessibility, relevance, and alignment with course learning outcomes. In many cases, AI-generated text served only as a starting point and was substantially modified, expanded, reorganized, or rewritten during the development process.
We also recognized that AI systems can reflect biases, inaccuracies, omissions, or outdated information. For this reason, no content was accepted without human review and independent verification. All factual claims, educational recommendations, examples, and references were evaluated against current evidence, professional standards, and the authors’ subject matter expertise. Responsibility for the content ultimately rests with the human authors, not the technology used during development.
Our use of AI mirrors how many professionals increasingly use emerging technologies in education and the workplace: as tools that can enhance efficiency, creativity, and productivity while still requiring critical thinking, ethical judgment, and expert oversight. By incorporating AI transparently and responsibly, we sought not only to improve the development process but also to model thoughtful technology use for students navigating an increasingly digital and AI-assisted world.
Finally, we believe that innovation must be balanced with a commitment to equity and accessibility. Throughout the development process, all content was reviewed to ensure it met accessibility standards and supported diverse learners. AI-assisted drafting was only one component of a much larger process that included faculty collaboration, scholarly review, accessibility evaluation, and continuous revision. The result is a resource that reflects both the opportunities offered by emerging technologies and the enduring importance of human expertise in teaching and learning.
Delete?
During early idea generation and drafting of course pages, we used ChatGPT as a supportive tool not as a substitute for human expertise. Specifically:
- We deployed a custom, equity-aware chatbot (prompt-engineered and trained on OER-curated readings and open resources).
- The AI’s role was strictly ideation and initial drafting, not final content production.
- Every output was then thoroughly reviewed, edited, and revised by the course authors to ensure pedagogical quality, accuracy, and alignment with learning goals.
Copyright & Fair Use Considerations
We aligned with evolving IP policy frameworks, especially insights from the U.S. Copyright Office:
- The Office’s Part 3 report on AI model Links to an external site.training highlights the importance of fair use analysis and restricts reliance on generative AI when it could replicate copyrighted works—our use was limited to non-protected, openly licensed materials.
- This cautious approach is consistent with guidanceLinks to an external site. that encourages transformative use, transparency, and limiting output that could inadvertently mirror protected content.