This article presents the development and pilot testing of a Disclosure of Support Statement (DSS) tool to promote transparency and student engagement in academic writing. In an era where human and software supports play integral roles in completing written work, it is essential to consider the contributions of human sources and the impact of artificial intelligence software (AIS) tools. The DSS tool encourages students to reflect on how much they utilize human and software supports, including professors, peers, librarians, tutors, and AIS tools such as search engines and grammar-checking software. The ethical implications and boundaries of using these supports are explored through a series of reflective questions and class discussions. The pilot study involves a senior seminar class and utilizes the DSS alongside written reports and a literature review. The ultimate goal is to increase transparency in student work, encourage critical thinking about support options, and initiate conversations about academic integrity and the purpose of education. The data collected from the pilot tests will provide insights into student attitudes and pave the way for further analysis and refinement of the DSS tool. By embracing transparency and fostering open dialogue, educators can empower students to make informed choices in seeking support, thus enhancing their writing skills and ethical understanding within the academic environment.