The document outlines assignments related to social engineering and network security policy for a corporate setting, emphasizing individual and group work components. Students are tasked with understanding social engineering threats, establishing responsibilities for information security, and creating a comprehensive network security policy. The grading rubric specifies criteria for content quality, effective communication, supporting analysis, and teamwork in the project's execution.

1. Individual Work (75 points):
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As you analyze any modern corporate setup, you will see that
companies want to ensure that all users are aware of their own
individual responsibility to help protect the enterprise. Social
engineering (SE) is becoming a more prevalent threat at all
levels of business. To combat it, you first need to understand it.
Therefore, you must complete the following:
Describe what social engineering is and explain its existence
and prevalence.

2. Explain why SE is an important part of an information
technology security course.
Discuss employee and management responsibilities with regards
to Information Security and combatting SE. Make sure your
work clarifies your opinion as to who carries more
responsibility for preventing SE, the employees or management?
Provide examples to back up your statements.
Prepare a 1-page Word document that covers the above areas.
Group Work (135 points)
Your group is working for a global organization that handles
highly classified intellectual property. In many situations and
scenarios, the implementation and operations teams have been
creating and setting up environments that violate your vision for
security. After discussing the situation with various parties,
they all admit they do not fully know or understand what is
expected from them as they set up and configure the
environment. To solve this situation, your group has been asked
to create a network security policy for the organization.
Each group member will choose an element of the policy to
design and the group will collaborate on what the overall design
and outline should look like and include components from end
user behavior and training plan, file and folder access, social
engineering safeguards, bring your own device policies, use of
external drives on company assets, security
hardware, penetration testing, and affiliation of the information
security department with law enforcement agencies. Students
may either interview someone in the local FBI field office or
research the FBI and DHS Web sites related to information
sharing programs that the government offers, as this could be

3. advantageous to the organization’s information security
program.
To keep the scope narrow, your group should first describe what
should be included and what should not be included in the
policy (remember that a policy should clearly set management's
expectations).
After the scope has been defined, research the various
components, and create an appropriate policy.
Prepare a Word document of 7-10 pages (excluding title page,
abstract and references page) that includes the network security
policy for an organization that addresses all of the stated design
requirements. It should be in APA format, including an
introduction and conclusion.
Please submit your assignment.
Grading Rubric
Project CriteriaExceeds: 90%–100%Very good: 80%–
89%Meets: 70%–79%Needs Improvement: Below 70%
Content
(40%)
Demonstrates outstanding or exemplary application of written,
visual, or oral skills. Demonstrates outstanding expression of
topic, main idea, and purpose. Audience is addressed
appropriately. Language clearly and effectively communicates
ideas and content relevant to the assignment. Errors in grammar,
spelling, and sentence structure are minimal. Organization is

4. clear. Format is consistently appropriate to assignment.
Presentation and delivery are confident and persuasive (where
applicable). The writing was of collegiate level with no errors
in spelling or grammar.Demonstrates very good written, visual,
or oral skills. Demonstrates sound expression of topic, main
idea, and purpose. Audience is usually addressed appropriately.
Language does not interfere with the communication of ideas
and content relevant to the assignment. Errors in grammar,
spelling, and sentence structure are present, but do not distract
from the message. Organization is apparent and mostly clear.
Format is appropriate to assignment, but not entirely consistent.
The writing was of collegiate level with two or less errors in
spelling or grammar.Demonstrates acceptable written, visual, or
oral skills. Demonstrates reasonable expression of topic, main
idea, and purpose. Sometimes, audience is addressed
appropriately. Language does not interfere with the
communication of ideas and content relevant to the assignment.
Errors in grammar, spelling, and sentence structure are present
and may distract from the message. Organization is a bit
unclear. Format is inconsistent. The writing was of collegiate
level with several errors in spelling or grammar.Demonstrates
inadequate or partially proficient application of written, visual,
or oral skills. Demonstrates inadequate or partial expression of
topic, main idea, and purpose. Audience is often not addressed
appropriately. Language often impedes the communication of
ideas and content relevant to the assignment. Errors in grammar,
spelling, and sentence structure are frequent and often distract
from meaning or presentation. Organization is inadequate,
confusing, and distracting. Format is inadequate and obscures
meaning. The writing was less than collegiate level with
numerous errors in spelling or grammar.
Effective Communication
(10%)

5. Multiple learner interactions per week that add to the
discussion. Responses show evidence of critical analysis with
questions to other classmates.At least three learner interactions
per week that add to the discussion. Responses show evidence
of critical analysis.No less than two learner interactions per
week that add to the discussion. Responses show evidence of
critical analysis.Zero to one learner interaction per week in the
discussion board. Response lacks evidence of critical analysis.
Supporting Analysis
(25%)
Analysis exceeded minimum requirements. Appropriate sources
were used to support analysis and were properly
referenced.Basic analysis provided to support discussion. When
appropriate to support discussion, appropriate sources were
cited and properly referenced.Some limited analysis provided to
support discussion. When appropriate to support discussion,
sources were cited, appropriate, and properly referenced.No or
inaccurate analysis, no sources were cited when needed,
analysis and/or sources were not appropriate. When sources
used, were not properly referenced.
Effective Planning and Execution of Project
(25%)
Student participated fully, offered significant contributions to
the development of a plan that identified all necessary tasks.
Student demonstrated exceptional team skills in most of these
areas: collaboration, leadership, consensus building,
negotiation, conflict resolution, respect, problem solving,
management, organizational, time management, etc. Supported
other team members at the highest level.Student participated at
an adequate level (85%), offered reasonable suggestions for the

6. development of a plan that identified nearly all necessary tasks.
Student demonstrated very good team skills in several of these
areas: collaboration, leadership, consensus building,
negotiation, conflict resolution, respect, problem solving,
management, organizational, time management, etc.. Provided
support to other team members.Student participated in a limited
fashion and contributed very little to the development of a plan
that identified some of the necessary tasks. Student
demonstrated at least one team skill (i.e. collaboration,
leadership, consensus building, negotiation, conflict resolution,
respect, problem solving, management, organizational, time
management, etc.).Student participation and contributions were
extremely insignificant to non-existent. Student failed to
demonstrate any team skills (i.e. collaboration, leadership,
consensus building, negotiation, conflict resolution, respect,
problem solving, management, organizational, time
management, etc.).