Artificial intelligence (AI) is an increasingly important and challenging part of higher education, as many students entering college may have never "learned how to learn" without asking ChatGPT for help or checking with Gemini. As these students come into our classrooms, how are we communicating our AI expectations? Is it in a way that makes sense? Are we offering clear guidance and boundaries? Are the students absorbing and understanding the importance of what we are trying to communicate and putting those policies into practice? In my introductory, 100-level Crop Science courses, I found that the connection was getting lost. When AI use ramped up beyond tolerable levels, I implemented a reflection assignment at the beginning of the semester asking students to not only review my syllabus expectations and ethical use examples, but to go straight to the source – checking what AI had to say. After prompting AI with “What are the consequences of unethical AI use and how can overuse of AI negatively impact me?”, students were asked to submit its answer and reflect on what the response meant to them, how it impacted them, and what they had not realized before. Students were consistently surprised by the level of negativity in AI’s response about itself and were also surprised to read about their risk of cognitive and creative decline, impacts of academic dishonesty, and even legal implications of overusing or unethically using AI. Students felt the exercise helped them think critically about AI use in a way they had not before, beyond classroom discourse on professor policies and expectations. I will continue this assignment in my courses to provide students with the opportunity to process my AI policies and think “beyond the classroom” with overall perspective of AI in their daily lives and future careers.