The Cowbell

In a previous CATL article, we recommended using the traffic light model to guide students on the appropriate use of generative AI (GAI) in assignments and course activities. Assuming you’ve already included a policy on GAI in your syllabus, it’s also important to provide clear instructions in your assignment descriptions. Below are some examples of assignment descriptions, using the traffic light approach and graphic. Instructors will vary on whether they want to use that visual or simply explain in words. If you choose to use the stoplight visuals, please be sure to provide an accompanying description of what that means for your specific assignment. While tailored to specific subjects, these samples share common strategies.

Consider the following general suggestions when designing your assignments:

• Be clear and specific about GAI use in your syllabi and assignments. Clearly outline when and how GAI can be used for assignments and activities. Avoid ambiguity so students know exactly what’s expected. For example, if brainstorming is allowed but not writing, specify that distinction.
• Include GAI usage disclaimers in assignment directions. Regularly remind students by adding a GAI disclaimer at the beginning of assignment instructions. This will make them accustomed to looking for guidance on AI use before starting their work.
• Explain the rational for AI use or nonuse. Help students understand the reasoning behind when GAI can or cannot be used. This can reinforce the learning objectives and clarify the purposes behind your guidelines.
• Clarify the criteria for evaluating AI collaboration. Specify how assignments will be graded concerning AI use. If students need to acknowledge or cite their AI usage, provide specific instructions on how they should do so.
• Define which AI tools students can use. Should students stick to Microsoft Copilot (available to them with their UWGB account, so they don’t have to provide personal information to a third party or pay a subscription fee) or can they use others like ChatGPT?
• Use the TILT framework. Leading with transparent design for assignments and activities helps students clearly understand the purpose, tasks, and assessment criteria. This framework can also help instructors clarify how GAI should be used and assessed in assignments.

Sample Assignment Instructions on AI Use

Red Light Approach: No GAI Use Permitted Assignment Example

The example below is for a writing emphasis course and the assignment purpose is to evaluate students’ own writing. For this assignment, GAI tools are not allowed. The instructor includes an explanation of this description to further clarify the assignment’s purpose.

• Sample Assignment: Red Light – Writing Assignment

Yellow Light Approach: GAI Use Permitted for Specific Tasks/Tools Examples

The yellow-light approach can be hard to define depending on what you want students to practice and develop for a given assignment. We’ve provided two samples below that each take a slightly different approach, but all clearly label what tools and for what tasks AI can be used and why.

• Sample Assignment: Yellow Light – Rhetorical Analysis Assignment
• Sample Assignment : Yellow Light – Bibliography and Research Project 

Green Light Approach: All GAI Use Permitted

Instructors may choose to take a green light approach to AI for all assignments or allow AI use for selected assignments. The example below takes a low-stakes approach, permitting full AI use to encourage experimentation. Even with this method, instructors should provide clear assignment expectations.

• Sample Assignment Description: Green Light – AI Writing Exploration

Learn More

Explore even more CATL resources related to AI in education.

• Generative AI in the Classroom
• CATL’s Syllabus Snippets (contains sample GAI syllabus statements)
• Indicating Generative AI Assignment Permissions with the Traffic Light Model
• Generative Artificial Intelligence (GAI) and Acknowledging or Citing Use