As educators and students begin to understand the benefits and limitations of using Generative Artificial Intelligence (AI), such as ChatGPT, for learning, there is a greater need for shared understanding and language of how and when AI should be allowed in the classroom. This mixed-methods study examines college students’ attitudes toward using AI for classwork and assignments to develop a standardized AI usage scale and evaluate its perceived utility. Researchers gathered AI policy proposals from undergraduates in three psychology courses, revealing views from restrictive to liberal use. ChatGPT analyzed these statements to create a 9-point AI usage scale, from none to significant use. Correlational analyses of survey data indica te that students who see AI as beneficial fear violating the honor code but believe a standardized scale would make them more likely to use AI. These findings suggest students recognize AI’s potential and that clear guidelines would increase confidence in its use. Future research should evaluate the developed scale’s usability and explore whether employing it in classrooms affects students’ confidence and likelihood of using AI.