The Stoplight System: A Clearer Way to Set AI Expectations

Students tell us: "I didn't know if I was allowed to..."

When AI policies are vague or absent, students make their own rules. Anxiety-prone students over-restrict themselves, boundary-testing students push as far as they can, and everyone ends up confused. Gray areas undermine academic integrity rather than protecting it.

You don't need complex policies or lengthy honor code revisions. You just need clarity.

Three levels, three colors

🔴 Red — No AI

AI tools are not permitted at all. Students must complete this work entirely on their own.

When to use: In-class work, exams, handwritten assignments, timed assessments, or final checkpoints after AI was permitted earlier in the process.

AI Use: NONE This assignment must be completed without any AI assistance. If you're unsure whether a tool counts as AI, ask before using it.

Red means stop, with no ambiguity about where the line is.

🟡 Yellow — Limited AI

AI tools may be used for specific, defined purposes only. Students must cite their use and stay within the boundaries you set.

When to use: The default level for most homework. Drafting and revision processes, research and brainstorming phases, and when you're teaching responsible AI use.

AI Use: LIMITED You may use AI tools for brainstorming ideas, checking grammar, and generating example structures. However, all analysis, argumentation, and substantive writing must be your own work. Include a brief note at the end of your assignment describing any AI tools you used and how you used them.

Yellow means proceed with caution. Students can use AI, but within clear limits.

🟢 Green — Extensive AI Use

AI tools are actively encouraged as part of the learning process. Students must document and reflect on their use.

When to use: Creative projects where AI is a collaborative tool, assignments focused on evaluation and synthesis, or when the learning goal is about working with AI, not avoiding it.

AI Use: EXTENSIVE with Documentation Submit a separate AI Use Statement (1–2 pages) with your work that covers: what tools you used, what prompts you asked, how you evaluated suggestions, what you accepted or rejected and why, and what you learned about using AI for this type of work.

Green means go, with full permission to use AI but with accountability and reflection built in.

Mix levels inside one assignment

You can shift levels across stages. Here's a research essay:

• Research and brainstorming: 🟢 Green (explore AI to find angles)
• Outline and checkpoint: 🟡 Yellow (structure with limited AI support)
• In-class draft of introduction: 🔴 Red (verify they can explain their own thesis)
• Final draft: 🟡 Yellow (polish with AI grammar check permitted)

This shows students that AI policies aren't arbitrary. They match the learning goals at each stage.

Teaching students the system

Introduce it early. Spend 10 minutes at the start of the term explaining the three levels with examples. Most students will be relieved. They want clear rules.

Reference it consistently. Every assignment sheet should include the stoplight indicator. Make it visual. Consistency builds trust.

Explain the "why". Red is about verification, not punishment. Yellow teaches responsible tool use. Green builds a valuable skill with accountability built in. When students understand the rationale, compliance improves dramatically.

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Clear AI expectations reduce student anxiety, improve compliance, and make conversations about appropriate use possible. Three levels — Red, Yellow, Green — provide the clarity students need.