## 1.1 Purpose

Define the requirements for Rev2 (summer 2007) of the Get Real website (getreal.ous.edu) and associated support pages—an update to Rev1 (summer 2006). The software’s purpose is to attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science at one of the seven Oregon University System campuses by providing a teen‑friendly, easy‑to‑navigate site with sufficient depth on CS careers and related information. Future updates may be needed.

## 1.2 Scope

- Identified product(s):
  - Get Real website, Version 2 (Rev2), hosted under the Oregon University System (OUS) domain at getreal.ous.edu, including associated support pages.

- What the product will do:
  - Provide a teen-friendly, easy-to-navigate web experience that delivers:
    - Information about CS degree programs at Oregon universities (e.g., Exploring College).
    - Career outlook and compensation information (Jobs & Money).
    - Profiles of recent graduates and experienced professionals, including potential video/audio content (Real People).
    - Content highlighting women in computing and related resources.
    - Curated resources for pre-college technology programs and courses.
    - Focused Q&A navigation (I’m Looking For...).
    - Links to relevant external articles (Articles).
    - New capabilities and sections: High School Courses (recommended curricula and pointers to ACM and campus guidance), internal and external search, listings of professional organizations (e.g., ACM, IEEE), RSS feeds of current CS information, Ask a Grad or Prof – FAQ (with answers posted for all readers), and guidance on considering a CS minor for other professions.
  - Encourage repeat visitation through timely, up-to-date content and Q&A.
  - Support ongoing evaluation by tracking site hits and time spent to inform content, design, and navigation improvements.

- Application, benefits, objectives, and goals:
  - Application: Public-facing career and academic guidance website targeting Oregon high school students (grades 9–12), including:
    - Students already interested in CS seeking concise, in-depth information.
    - College-bound students not initially interested in CS who may be encouraged toward CS with the right information.
    - Students in other fields (e.g., medicine, law, business, sciences) considering a CS minor.
  - Benefits and objectives:
    - Attract and encourage Oregon high school students to pursue coursework leading to baccalaureate degrees in computer science at OUS campuses.
    - Increase the number of computer science graduates from Oregon universities.
    - Present compelling, accessible content (profiles, visuals, concise text) that “speaks to” teens and reduces “walls of text.”
    - Provide actionable guidance (plans, calls to action) and campus/course information to help students prepare for CS pathways.
    - Highlight diverse and socially impactful applications of CS to broaden appeal.

- Consistency with higher-level specifications:
  - No separate higher-level system requirements specification is referenced. This scope aligns with Get Real version 1 conventions and OUS web standards and hosting practices.

### 1.3.1 Product perspective

Get Real version 2 is an update to the existing Get Real website (Rev1) and operates as an extension of the Oregon University System (OUS) web presence at getreal.ous.edu. It is hosted on Oregon State University (OSU) servers and follows OUS site conventions for style and security. The product links to and aggregates information from OUS campuses and selected external sources. Proposed features include internal/external search using Google tools and RSS content sourced from the OUS Chancellor’s Office daily communications distribution and published to subscribers of the Get Real site.

Major elements and relationships:
- Parent environment: OUS website/domain (branding, style, and security alignment).
- Hosting platform: OSU servers (deployment and runtime hosting).
- Get Real v2 site: teen-friendly content pages and features listed in the SRS.
- External services/content: Google search tools; OUS Chancellor’s Office communications (RSS source); RSS feed for Get Real subscribers.
- External destinations: OUS campus pages and external articles/resources (via hyperlinks).
- Users: Oregon high school students (grades 9–12), and contributors/maintainers.

#### System interfaces
- OUS website/domain (getreal.ous.edu)
  - Purpose: Integrate Get Real as an OUS sub-site to improve discoverability and ensure consistent branding and security.
  - Functionality supported: Navigation to/from OUS content via links; consistent look-and-feel.
  - Interface description: URL namespace within the OUS domain; adherence to OUS site conventions. Specific technical interface details: [N/A].
- OSU hosting environment
  - Purpose: Provide web serving infrastructure for the site.
  - Functionality supported: Delivery of site pages/features with adequate response time.
  - Interface description: Deployment on OSU servers. Specific hosting APIs/configurations: [N/A].
- OUS Chancellor’s Office daily communications distribution (RSS source)
  - Purpose: Supply selected articles for Get Real’s RSS feature.
  - Functionality supported: Editorial selection and publication of links to Get Real RSS subscribers.
  - Interface description: Periodic editing of URLs to the DSS feed; protocol/format specifics: [N/A].
- Google search tools (internal and external search)
  - Purpose: Provide site search and curated external CS-related search.
  - Functionality supported: Internal search of Get Real content; external search of CS-related sites.
  - Interface description: Use of Google-provided search tools as demonstrated in prototype; API/embedding details: [N/A].

#### User interfaces
- Logical characteristics:
  - Teen-friendly, easy-to-navigate pages with short paragraphs, bullets, charts, color, and images; avoidance of “walls of text.”
  - Consistency with OUS/Get Real v1 CSS and style conventions.
  - Tested to work with Internet Explorer, Firefox, and Netscape.
- Style guide: OUS site conventions and Get Real version 1 CSS. Formal UI style guide document: [N/A].

#### Hardware interfaces
- No special hardware interface requirements. Devices/protocol details: [N/A].

#### Software interfaces
- Web server platform
  - Name: [N/A]
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: Hosted by OSU servers
  - Purpose: Serve Get Real web pages and features.
  - Interface definition: Standard web serving; message/content formats: [N/A].
- Google search tools
  - Name: Google search tools
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: Google
  - Purpose: Internal site search and external CS information search.
  - Interface definition: Embedded search components; message/content formats: [N/A] (refer to Google documentation).
- OUS Chancellor’s Office communications (RSS source)
  - Name: OUS Chancellor’s Office daily communications distribution
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: OUS Chancellor’s Office
  - Purpose: Provide article links for RSS publication to Get Real subscribers.
  - Interface definition: URL editing to DSS feed; feed format/protocol: [N/A].
- Web analytics (hits and time-on-site)
  - Name: [N/A]
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: [N/A]
  - Purpose: Track and evaluate site usage to guide content/design changes.
  - Interface definition: [N/A].

#### Communications interfaces
- No special communication interface requirements are specified. Network/protocol details: [N/A].

#### Memory constraints
- [N/A]

#### Operations
- Normal operations:
  - User-initiated interactive browsing by high school students.
  - Routine content updates by web designers.
- Special/administrative operations:
  - Weekly editorial effort to select and update URLs for the Chancellor’s Office content feed (RSS feature) requiring web design resources (“X hours per week”).
  - Use of Dreamweaver with check-in/check-out for controlled updates from the shared repository at ~cn-capctr/share/Get_Real_website/~.
- Periods of unattended operation: [N/A]
- Data processing support functions: [N/A]
- Backup and recovery operations: [N/A]

#### Site adaptation requirements
- Deployment under the OUS domain (getreal.ous.edu).
- Adherence to CSS and style conventions established in Get Real version 1 and consistent with OUS site standards.
- Development/maintenance using local Dreamweaver site files at ~cn-capctr/share/Get_Real_website/~ with check-in/out to prevent conflicts.
- Any site-specific initialization or configuration parameters: [N/A].

#### Interfaces with services
- Google search services for internal/external search. Specific service plans/APIs: [N/A].
- OUS Chancellor’s Office communications distribution as an external content source for RSS; Get Real provides RSS to its subscribers. Protocol and subscription management details: [N/A].
- External links to OUS campuses and third-party resources (informational; no defined service interfaces).

### 1.3.2 Product functions

The Get Real website provides student-focused content, discovery, and engagement features to encourage Oregon high school students to pursue computer science degrees.

- Content browsing and guidance
  - Explore CS degree offerings at Oregon University System campuses and other Oregon colleges, including comparison-style information.
  - Jobs & Money: present societal impact and salary/career outlook information for CS.
  - Real People: showcase recent graduates and experienced professionals, including video/audio profiles.
  - Women in Computing: highlight women role models and link to women-in-CS resources.
  - Resources: list pre-college technology programs and courses for high school students.
  - I’m Looking For...: provide focused Q&A-style navigation with links to money, people, and colleges.
  - Articles: curate links to external articles about CS education and careers.
  - High School Courses: recommend preparatory high school curricula, with pointers to OUS and ACM guidance.
  - Professional Organizations: link to ACM, IEEE, and relevant student subgroups.
  - Consider a CS Minor: explain the value of a CS minor for diverse majors (e.g., medicine, law, business, sciences).

- Search and discovery
  - Internal site search across all Get Real content.
  - External search to trusted CS-related sources (e.g., OUS campuses, articles), leveraging third-party search tools.

- Interactive Q&A and knowledge sharing
  - Ask a Grad or Prof: accept student questions, route for response, and publish answers in a public FAQ.
  - Optional: host a Grad/Prof blog focused on CS careers.

- Content syndication and updates
  - Provide and/or aggregate RSS feeds of current CS-related information for site visitors/subscribers.

- Media presentation
  - Stream or embed video/audio assets within profiles and pages, optimized for typical school bandwidth constraints.

- Usage tracking and evaluation
  - Record and report site usage (e.g., hits and time-on-site) to inform content, design, and navigation improvements over time.

Representative user scenarios
- A student compares CS programs across Oregon universities, then follows links to specific campus pages.
- A student explores “Jobs & Money” and a Real People video to understand day-to-day work and earning potential.
- A student searches the site for “AP Computer Science” and navigates to High School Courses for recommendations.
- A student submits a question via Ask a Grad or Prof and later finds the published answer in the FAQ.
- A student subscribes to the site’s RSS feed to receive new articles and updates.

### 1.3.3 User characteristics

Primary users are Oregon high school students (grades 9–12) from all high schools across the state.

- Educational level
  - High school students, grades 9–12.

- User groups and interests
  - Students interested in computer science and engineering: seek concise and in-depth information about CS careers; gravitate to Real People profiles, Resources, and college comparison information; positively note structured stories and imagery.
  - College-bound students not necessarily interested in CS: prefer pages that “speak to them,” with more white space, color, photos, diagrams, and charts; want easier navigation; are less tolerant of “walls of text”; prefer information broken into smaller, readable chunks.
  - Students focused on other fields but open to a CS minor (e.g., medicine, law, business, sciences): want visibility into the value of a CS minor and examples of CS applied in diverse domains.

- Experience and technical expertise
  - Mixed familiarity with CS: ranges from not generally interested in CS to students actively interested in CS and engineering.

- Characteristics influencing usability
  - Short attention spans; require rapid page load times and quick-to-scan content.
  - Strong preference for visually engaging content (photos, charts, diagrams) and interactive elements (e.g., spinning globe, satellite menu).
  - Favor structured, bite-sized content (short paragraphs, bullet lists, charts) and clear, easy navigation.

- Disabilities
  - [N/A]

### 1.3.4 Limitations

- a) Regulatory requirements and policies:
  - Web design conventions, CSS, and style must be consistent with the Oregon University System (OUS) site and with Get Real version 1 conventions.
  - Copyright and other security measures must match those of the OUS site.
  - Use Dreamweaver with check in/out and local site files per stated development practice.
- b) Hardware limitations:
  - Hosting is on OSU servers within the OUS domain; available server space is a constraint.
  - Bandwidth for video/audio streaming is limited.
- c) Interfaces to other applications:
  - Integration within the OUS domain (getreal.ous.edu).
  - Use of Google-provided tools for internal and external search (as prototyped).
  - RSS feeds sourced from the Chancellor’s Office daily communications distribution; requires periodic manual editing of feed URLs.
- d) Parallel operation:
  - [N/A]
- e) Audit functions:
  - Need to track and evaluate site hits and time-on-site to guide content, design, and navigation changes.
- f) Control functions:
  - [N/A]
- g) Higher-order language requirements:
  - [N/A]
- h) Signal handshake protocols:
  - [N/A]
- i) Quality requirements:
  - Adequate server response time comparable to the current OUS site is required.
  - Cross-browser operation must be tested and work on IE, Firefox, and Netscape.
- j) Criticality of the application:
  - [N/A]
- k) Safety and security considerations:
  - Security posture (including copyright protections) must align with OUS site practices.
- l) Physical/mental considerations:
  - Target users are high school students with short attention spans; content and navigation must be teen-friendly, easy to scan, and avoid “walls of text” by using white space, pictures, bullets, charts, and similar aids.
- m) Limitations sourced from other systems (including real-time requirements via interfaces):
  - Dependence on OUS domain/hosting and associated policies.
  - Dependence on availability and continuity of external content sources (e.g., Chancellor’s Office RSS items, external search tools).
  - [N/A] regarding real-time requirements.

## 1.4 Definitions

- Get Real (site): The http://getreal.ous.edu website and associated support pages aimed at attracting Oregon high school students to pursue computer science at Oregon University System campuses.
- Rev1, Rev2 (website versions): Major releases of the Get Real website; Rev1 was created circa summer 2006, and Rev2 (this SRS) targets summer 2007.
- OUS (Oregon University System): The university system whose seven campuses are the target destinations; its domain (ous.edu) hosts the Get Real site.
- OSU (hosting context): The university whose servers host the Get Real site as part of the OUS domain.
- ETIC: The organization under which the contributing Computer Science Task Force subcommittee operates (full expansion not specified in this SRS).
- Exploring College (section): A site section listing computer science offerings from OUS campuses and other Oregon colleges.
- Jobs & Money (section): A site section addressing societal impact and earning potential with a computer science degree.
- Real People (section): A site section profiling recent CS graduates and experienced professionals, potentially using video or audio.
- Women in Computer Science (section): A site section profiling women in CS and engineering and linking to related resources.
- Resources (section): A site section covering pre-college technology programs and courses for high school students.
- I’m Looking For... (section): A focused Q&A-style navigation section linking to topics such as money, people, and colleges.
- Articles (section): A site section linking to external articles relevant to CS careers and education.
- High School Courses (section): A site section recommending curricula and pointing to university and ACM guidance for high school students interested in CS.
- Search (internal/external): Features enabling searching within the Get Real site and across external CS-related sites (e.g., campus pages, articles).
- Professional Organizations (section): A site section linking to computing organizations such as ACM, IEEE, and SIGGRAPH, with pointers to student sections.
- RSS feeds (feature): Syndicated feeds of selected CS-related items (e.g., from the Chancellor’s Office daily communications) available to subscribers.
- Ask a Grad or Prof – FAQ (feature): A question submission and answer feature with responses published as a Frequently Asked Questions resource; may include a blog.
- Consider a CS Minor (section): A site section explaining the value of a CS minor for students in fields such as medicine, law, business, and other sciences.
- CSS (styling): The Cascading Style Sheets conventions established in Get Real version 1 to be followed in subsequent versions.
- WICS UO: The Women in Computer Science group at the University of Oregon referenced as a resource.
- Hits (analytics): Web traffic measurements (e.g., requests/visits and time spent) tracked to evaluate site usage and inform content/design updates.

# 2 References

This section is divided into Compliance (references that are cited as containing requirements to be followed) and Guidance (references cited for information or examples, without mandatory requirements).

## 2.1 Compliance

- Title: Get Real Website Version 1 Style Conventions (CSS and related styles)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://getreal.ous.edu

- Title: Oregon University System (OUS) Website Standards, Conventions, and Security/Privacy Practices
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (OUS)
  - Source: http://www.ous.edu

- Title: Get Real Website Dreamweaver Local Site Files (Capital Center repository)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Capital Center
  - Source: ~cn-capctr/share/Get_Real_website/~

## 2.2 Guidance

- Title: Get Real Website (current/Rev 1)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (OUS)
  - Source: http://getreal.ous.edu

- Title: Get Real prototype index page (search engine examples)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (OUS)
  - Source: http://getreal.ous.edu/protoindex.html

- Title: University of Washington CS video profiles (“Video Downloads Available”)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.cs.washington.edu/education/ugrad/prospective/download.html

- Title: EngineerGirl website (example youth-oriented engineering site)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.engineergirl.org

- Title: WICS UO website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.cs.uoregon.edu/groups/wics/

- Title: Women in Computer Architecture resource (website)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.cis.upenn.edu/acg/wicarch.html

- Title: ACM recommended curricula for high school CS students
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: ACM
  - Source: [N/A]

- Title: ACM (Association for Computing Machinery) website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: ACM
  - Source: [N/A]

- Title: IEEE (Institute of Electrical and Electronics Engineers) website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: IEEE
  - Source: [N/A]

- Title: SIGGRAPH website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: SIGGRAPH
  - Source: [N/A]

- Title: Google (example external search site)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.google.com

- Title: Yahoo (example external search site)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://www.yahoo.com

- Title: MySpace News (example external news source)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: http://news.myspace.com

- Title: Chancellor’s Office daily communications distribution (RSS source)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: [N/A]

- Title: “50 Best Jobs in America”
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: [N/A]

- Title: “Dream Jobs 2007”
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: [N/A]

## 3.1 Functions

The software provides a public, informational website composed of multiple sections and features. Fundamental functions are grouped below; each item includes the primary inputs, processing/sequence, and outputs as stated or implied by the original SRS.

- Navigate and render site content
  - Inputs: User navigation actions (e.g., clicks on site sections and links).
  - Processing/sequence:
    1) User selects a section.
    2) System retrieves and renders the corresponding page content.
    3) For external links, the system navigates the user to the referenced site.
  - Outputs: Rendered pages for sections including Exploring College, Jobs & Money, Real People, Women in Computing, Resources, I’m Looking For..., Articles, High School Courses, Professional Organizations, Consider a CS Minor.

- Exploring College listings
  - Inputs: User selection of Exploring College section.
  - Processing/sequence:
    1) System loads listing of computer science offerings from Oregon University System campuses and other Oregon colleges.
    2) System displays any available comparison information (e.g., comparison chart referenced in version 1).
  - Outputs: On-screen listings and comparison information.

- Jobs & Money information
  - Inputs: User selection of Jobs & Money section.
  - Processing/sequence:
    1) System loads content answering “how can I contribute to society and how much money can I make with a computer science degree?”
  - Outputs: On-screen informational content.

- Real People profiles and media
  - Inputs: User selection of Real People section and optional media selection.
  - Processing/sequence:
    1) System loads profiles of recent graduates and experienced professionals.
    2) If a video/audio is selected, system streams the media.
  - Outputs: On-screen profiles and streamed media content.

- Women in Computing information and resources
  - Inputs: User selection of Women in Computing section.
  - Processing/sequence:
    1) System loads content profiling women in CS and engineering.
    2) System provides links to external resources (e.g., engineergirl.org, WICS UO).
  - Outputs: On-screen content and accessible external links.

- Resources directory
  - Inputs: User selection of Resources section.
  - Processing/sequence:
    1) System loads information about pre-college technology programs and courses for high school students.
  - Outputs: On-screen resource listings and links.

- I’m Looking For... (focused Q&A with internal linking)
  - Inputs: User selection of topics (e.g., money, people, colleges).
  - Processing/sequence:
    1) System displays focused questions and answers.
    2) System provides links to relevant pages within the site.
  - Outputs: On-screen Q&A content with internal navigation links.

- Articles (external curated list)
  - Inputs: User selection of Articles section.
  - Processing/sequence:
    1) System loads a curated list of external articles (e.g., “50 best jobs in America, Dream Jobs 2007”).
    2) When a link is selected, system navigates to the external article.
  - Outputs: On-screen article list and navigation to external content.

- High School Courses recommendations
  - Inputs: User selection of High School Courses section.
  - Processing/sequence:
    1) System loads recommended curricula/pointers for high school students interested in CS.
    2) System presents pointers to OUS campus recommendations and ACM recommendations as available.
  - Outputs: On-screen curricula recommendations and links.

- Professional Organizations directory
  - Inputs: User selection of Professional Organizations section.
  - Processing/sequence:
    1) System presents links to ACM, IEEE, and relevant sub-groups (e.g., SIGGRAPH), with pointers to student sections.
  - Outputs: On-screen organization listings and navigable links.

- Internal site search
  - Inputs: User query text.
  - Processing/sequence:
    1) User enters a query in the site search.
    2) System performs an internal search of Get Real pages (tools such as Google may be used).
    3) System displays matching pages from the Get Real site.
  - Outputs: Search results listing with links to internal pages.

- External search for CS-related information
  - Inputs: User query text.
  - Processing/sequence:
    1) User enters a query in the external search.
    2) System invokes external search tools (e.g., Google) to search CS-related outside sites (e.g., OUS campuses, CS articles).
    3) System displays or redirects to the external results page.
  - Outputs: External search results.

- RSS feeds of current CS information
  - Inputs: Selected URLs/articles from the Chancellor’s Office daily communications.
  - Processing/sequence:
    1) Web design resource edits URLs for inclusion in the DSS/RSS feed.
    2) System publishes selected items to RSS subscribers on the Get Real site.
  - Outputs: Published RSS feed entries available to subscribers.

- Ask a Grad or Prof – FAQ
  - Inputs: User-submitted questions; responses from Oregon University System participants.
  - Processing/sequence:
    1) User submits a question.
    2) OUS provides feedback/answers.
    3) System posts answers in an FAQ section for public access. A blog may also be used for CS careers content.
  - Outputs: Publicly accessible FAQ entries (and blog posts if used).

- Consider a CS Minor information
  - Inputs: User selection of Consider a CS Minor section.
  - Processing/sequence:
    1) System loads information highlighting the value of a CS minor across diverse professions.
    2) System provides links to relevant media (e.g., “Pathways in Computer Science” video).
  - Outputs: On-screen informational content and links.

- Web analytics tracking
  - Inputs: Site visit and usage events.
  - Processing/sequence:
    1) System tracks hits and time spent on the student-focused website over time.
    2) Collected data is used to inform content, design, and navigation changes.
  - Outputs: Usage metrics (e.g., hits, time on site).

Validity checks on inputs
- [N/A]

Exact sequence of operations
- Provided at the sub-function level above. No additional sequencing constraints are specified beyond those steps.

Responses to abnormal situations
- Overflow: [N/A]
- Communication facilities: [N/A]
- Hardware faults and failures: [N/A]
- Error handling and recovery: [N/A]

Effect of parameters
- [N/A]

Relationship of outputs to inputs
- Input/output sequences:
  - Navigation click → Section page displayed.
  - Internal search query → List of matching Get Real pages.
  - External search query → External search results displayed or redirected.
  - Question submission → Answer posted to FAQ.
  - RSS item selection by editors → Published RSS entries to subscribers.
- Formulas for input to output conversion:
  - [N/A]

## 3.2 Performance requirements

Static capacity requirements:
- Number of terminals to be supported: [N/A]
- Number of simultaneous users to be supported: [N/A]
- Storage capacity for site content (pages, images, documents, media): [N/A]
- Types of information to be handled: HTML pages, images, charts/diagrams, audio/video profiles, RSS feed items, Q&A/FAQ content, links to external articles and resources.
- Bandwidth capacity for video/audio streaming: [N/A]

Dynamic performance requirements:
- Page response time shall be adequate for high school users with short attention spans and comparable to the current OUS website’s response time. Specific numerical targets: [N/A]
- Video/audio streaming shall be supported subject to available bandwidth. Required bitrates and buffering targets: [N/A]
- Search (internal and external) response times under normal and peak load: [N/A]
- Transaction and task throughput (normal and peak workloads): [N/A]
- Peak traffic periods and expected hit rates: [N/A]

Performance monitoring and evaluation:
- The system shall support tracking and evaluating site “hits” and time spent on the site over time to inform content, design, and navigation changes. Measurement frequency, metrics definitions, and thresholds: [N/A]

## 3.3 Usability requirements

- Contexts of use
  - Primary users are Oregon high school students (grades 9–12) across all Oregon high schools, including:
    - Students already interested in computer science seeking in-depth information.
    - College-bound students not initially interested in CS who may be influenced by compelling content.
    - Students pursuing other fields (e.g., medicine, law, sciences) who may consider a CS minor.

- Usability objectives
  - The site must be teen-friendly, easy to navigate, visually appealing, and hold attention while guiding users to information that supports decisions to pursue CS studies.
  - Information should be presented in short, readable chunks; avoid “walls of text.”
  - Incorporate color, photos, diagrams, charts, and other visuals to break up text and increase appeal.
  - Provide clear calls to action and concrete preparation plans for pursuing CS.

- Effectiveness requirements (doing the right things)
  - Navigation and findability:
    - The site should be easy to navigate for both CS-interested and not-yet-interested students.
    - Provide focused Q&A navigation (“I’m Looking For...”) that links to topics such as money, people, and colleges.
    - Provide internal search of the Get Real site and external search to CS-related sites (e.g., OUS campuses, articles).
  - Content coverage:
    - Ensure users can readily find and use the following sections: Exploring College, Jobs & Money, Real People, Women in Computing, Resources, I’m Looking For..., Articles, High School Courses, Search for additional information, Professional Organizations, RSS feeds, Ask a Grad or Prof – FAQ, Consider a CS Minor.
  - Measurable effectiveness criteria: [N/A]

- Efficiency requirements (doing things with minimal effort/time)
  - Page layout and reading efficiency:
    - Use short paragraphs, bullets, charts, and interactive elements to support faster scanning and reading.
    - Increase white space and visual elements to minimize cognitive load.
  - System responsiveness:
    - A slow server is not satisfactory for this application due to short attention spans; host to provide rapid response times (see performance requirements).
  - Measurable efficiency criteria: [N/A]

- Satisfaction requirements (user perception and acceptance)
  - Visual and experiential appeal:
    - The site should “speak to” teens, especially those not already interested in CS.
    - Maintain appealing visuals (e.g., photos in Real People, diagrams/charts, attractive menus such as satellite/globe-style elements liked by students).
  - Content that encourages return visits:
    - Provide timely, up-to-date information, including Q&A and articles, to encourage repeat use; RSS feeds may be used to surface current CS information.
  - Measurable satisfaction criteria: [N/A]

- Avoidance of harm and risks in use
  - Information quality:
    - Keep content timely and up to date to avoid misleading students about CS careers, courses, or college offerings.
  - Cross-browser usability:
    - Ensure the site works and is tested on IE, Firefox, and Netscape to avoid access and usability issues common to these environments.
  - Measurable harm-avoidance criteria: [N/A]

- Support for evaluation and continuous improvement
  - Track and evaluate site hits and time spent on pages over time; adjust content, design, and navigation based on this evaluation to improve usability and engagement.
  - Quantitative targets or thresholds for analytics: [N/A]

## 3.5 Logical database requirements

- a) Types of information used by various functions
  - Exploring College: listing of computer science offerings from Oregon University System campuses and other Oregon colleges; college comparison chart.
  - Jobs & Money: informational content answering contribution and salary questions.
  - Real People: profiles of recent graduates and experienced professionals, including text and links to video/audio content.
  - Women in Computer Science: profiles and links to external resources (for example, engineergirl.org, WICS UO, and women in computer architecture resources).
  - Resources: listings of pre-college technology programs and courses for high school students.
  - I’m Looking For: focused questions and answers with internal links within the site.
  - Articles: curated list of external articles and links.
  - High School Courses: recommended curricula and pointers to OUS campus recommendations and ACM recommendations.
  - Search: internal search of the Get Real site and external search of CS-related sites (for example, OUS campuses, external articles).
  - Professional Organizations: listings and links to ACM, IEEE, and key subgroups such as SIGGRAPH, with pointers to student sections.
  - RSS feeds: selected articles from the Chancellor’s Office daily communications distribution; edited URLs to the DSS feed.
  - Ask a Grad or Prof – FAQ: posted questions and answers; potential blog posts about CS careers.
  - Consider a CS Minor: informational content and links demonstrating value of a CS minor.
  - Site analytics: tracking of hits and time spent on the site over time.

- b) Frequency of use
  - [N/A]

- c) Accessing capabilities
  - Public access to view site content via supported browsers (Internet Explorer, Firefox, Netscape).
  - Internal search of the Get Real site; external search to CS-related outside sites.
  - RSS consumption by subscribers from the Get Real site.
  - Content administration by Chancellor’s Office or designated web design resources, including:
    - Posting answers to the FAQ.
    - Editing URLs for the RSS/DSS feed.
    - General content updates using established Dreamweaver check in/out processes and site CSS/style conventions.

- d) Data entities and their relationships
  - Campus and CS Offering: a campus provides one or more CS offerings.
  - Profile (Real People, Women in CS) with associated media links (video/audio, photos).
  - Organization with subgroups (for example, ACM with SIGGRAPH).
  - Resource entries (pre-college programs and courses).
  - FAQ entries (question and answer).
  - Article entries (title/description and external URL).
  - High school course recommendations with references to OUS/ACM sources.
  - RSS feed sources and selected item links from the Chancellor’s Office distribution.
  - Analytics records (hit counts, time on site).

- e) Integrity constraints
  - [N/A]

- f) Security
  - Security measures should be the same as the OUS site.

- g) Data retention requirements
  - [N/A]

## 3.6 Design constraints

- Organizational and style standards
  - Web design conventions must be consistent with standards and conventions used on the OUS site.
  - Adhere to CSS and other style conventions established in Get Real version 1.
  - Copyright and other security measures must match those of the OUS site.

- Hosting and deployment
  - The site must be part of the OUS domain (e.g., getreal.ous.edu) to maximize search engine visibility.
  - The site must run on OSU servers.

- Tools and process
  - Use the Capital Center Dreamweaver local site files for development and the Dreamweaver check-in/check-out feature to control edits.

- Browser compatibility
  - The site must work and be tested against Internet Explorer, Firefox, and Netscape.

- Resource limitations
  - Storage space is limited.
  - Bandwidth for video streaming is limited; design must account for efficient media delivery.
  - Availability of Chancellor’s Office resources for development and maintenance is limited.
  - RSS feed curation requires ongoing weekly web design effort.

- Regulatory constraints
  - [N/A]

## 3.7 Software system attributes

- Reliability: [N/A]

- Availability: [N/A]

- Security:
  - Copyright and other security measures for the Get Real site shall be the same as the OUS site.

- Maintainability:
  - Web design conventions shall be consistent with the standards and conventions used on the OUS site.
  - Adhere to CSS and other style conventions established in Get Real version 1.
  - Use Dreamweaver check-in/check-out to control page edits and avoid conflicting modifications.
  - Track and evaluate site hits and time-on-site over time to guide content, design, and navigation updates.

- Portability:
  - The site shall work and be tested against Internet Explorer, Firefox, and Netscape.

## 3.8 Supporting information

This section compiles contextual information that supports understanding of the requirements. Unless a specific item below is explicitly referenced within section 3 Requirements, it is provided for background only and is not a binding requirement.

a) Sample input/output formats, cost studies, and user survey results
- Sample input/output formats: [N/A]
- Cost analysis studies: [N/A]
- Results of user interviews on Rev1 of the site:
  - Non-CS-leaning students requested more white space, pictures, color, diagrams, charts, and easier navigation; they disliked “walls of text” and wanted information broken into readable chunks.
  - Positive feedback on the spinning globe and satellite menu.
  - CS-interested students focused on the college comparison chart and Real People profiles; pictures and the structured sections in each story were cited positively; the college comparison chart received strong marks.
  - Suggested using shorter paragraphs with bullets and charts; cited engineergirl.org as an example with effective use of interactive elements to keep main pages concise while offering drill-down detail.

b) Supporting/background information
- Product lineage and scope: Rev2 is an update to the existing Get Real website (Rev1 circa summer 2006) aimed at attracting Oregon high school students to pursue CS degrees at Oregon University System campuses.
- Operating environment context: Site runs under the OUS domain (e.g., getreal.ous.edu) on OSU servers, which also supports search engine visibility. Target browsers include IE, Firefox, and Netscape.
- Development and style practices: Use Dreamweaver local site files located at ~cn-capctr/share/Get_Real_website/~ with check-in/out; adhere to CSS and style conventions established in version 1.
- Related examples and resources: engineergirl.org (youth-oriented engineering site with effective page layout and white space), University of Washington CS video profiles of students and professionals, women-in-computing resources (e.g., UO WICS), and curated external articles; potential RSS content from the Chancellor’s Office daily communications.

c) Description of the problems to be solved by the software
- Encourage more Oregon high school students to choose CS and related majors by presenting compelling, teen-friendly, and navigable content with sufficient depth on careers, colleges, courses, and earnings.
- Serve multiple audience segments: students already interested in CS, college-bound students not yet considering CS, and students in other fields who may benefit from a CS minor.
- Improve engagement and readability by reducing dense text, adding visual elements (photos, diagrams, charts), and incorporating multimedia (e.g., video/audio) in Real People profiles.
- Provide features that support discovery and decision-making: internal and external search, college information, professional organization links, FAQs/Ask a Grad or Prof, curated articles, and guidance on high school coursework and considering a CS minor.
- Maintain fast site performance suitable for short attention spans, and enable tracking and evaluation of visits and time-on-site to inform iterative improvements.

d) Special packaging instructions for code and media
- [N/A]

Applicability to requirements
- The information above is supportive context and is not, by itself, part of the requirements unless explicitly cited within section 3 Requirements.

## 4.1 Functions

This section defines the verification approaches and methods planned to qualify the functional behavior described for the Get Real website. Functional verification will be executed on the deployed OSU-hosted environment under the getreal.ous.edu domain and on the target browsers specified (IE, Firefox, Netscape). Where the original SRS does not specify required detail (items a–e below), those elements are identified as [N/A].

- Content presentation pages
  - Scope: Exploring College; Jobs & Money; Real People; Women in Computer Science; Resources; I’m Looking For...; Articles; Professional Organizations; Consider a CS Minor; High School Courses.
  - Verification approaches:
    - Content inspection to confirm the stated intent of each page is met (e.g., listings, profiles, pointers to curricula, Q&A content with internal links).
    - Link validation (internal and external) to confirm all referenced resources resolve and are appropriate for the page intent.
    - Navigation checks to ensure each page is reachable from the main navigation and that in-page navigation aids readability (shorter paragraphs, use of bullets/charts where applied).
    - Media/link checks for Real People example profiles to confirm referenced videos or audio resources are reachable.
  - Required functional detail items:
    - a) Validity checks on inputs: [N/A]
    - b) Exact sequence of operations: [N/A]
    - c) Responses to abnormal situations:
      - 1) Overflow: [N/A]
      - 2) Communication facilities: [N/A]
      - 3) Hardware faults and failures: [N/A]
      - 4) Error handling and recovery: [N/A]
    - d) Effect of parameters: [N/A]
    - e) Relationship of outputs to inputs:
      - 1) Input/output sequences: [N/A]
      - 2) Formulas for input to output conversion: [N/A]

- Search for additional information (internal and external search)
  - Verification approaches:
    - Internal search tests to confirm results are limited to and discover content within the Get Real site.
    - External search tests to confirm results include CS-related outside sites such as OUS campuses and relevant CS articles.
    - Result link validation to confirm top results resolve.
  - Required functional detail items:
    - a) Validity checks on inputs: [N/A]
    - b) Exact sequence of operations: [N/A]
    - c) Responses to abnormal situations:
      - 1) Overflow: [N/A]
      - 2) Communication facilities: [N/A]
      - 3) Hardware faults and failures: [N/A]
      - 4) Error handling and recovery: [N/A]
    - d) Effect of parameters: [N/A]
    - e) Relationship of outputs to inputs:
      - 1) Input/output sequences: [N/A]
      - 2) Formulas for input to output conversion: [N/A]

- RSS feeds of current CS information
  - Verification approaches:
    - Presence and accessibility of an RSS feed on the site.
    - Content check to confirm selected articles from the Chancellor’s Office daily communications are included in the feed presented to subscribers.
    - Link validation for items within the feed.
  - Required functional detail items:
    - a) Validity checks on inputs: [N/A]
    - b) Exact sequence of operations: [N/A]
    - c) Responses to abnormal situations:
      - 1) Overflow: [N/A]
      - 2) Communication facilities: [N/A]
      - 3) Hardware faults and failures: [N/A]
      - 4) Error handling and recovery: [N/A]
    - d) Effect of parameters: [N/A]
    - e) Relationship of outputs to inputs:
      - 1) Input/output sequences: [N/A]
      - 2) Formulas for input to output conversion: [N/A]

- Ask a Grad or Prof – FAQ
  - Verification approaches:
    - Confirmation that questions received from users result in answers being posted in a publicly accessible FAQ section.
    - Visibility and navigability checks for the FAQ section from the main site.
    - If a blog is used in lieu of or in addition to FAQ, confirmation that CS career content is present and accessible.
  - Required functional detail items:
    - a) Validity checks on inputs: [N/A]
    - b) Exact sequence of operations: [N/A]
    - c) Responses to abnormal situations:
      - 1) Overflow: [N/A]
      - 2) Communication facilities: [N/A]
      - 3) Hardware faults and failures: [N/A]
      - 4) Error handling and recovery: [N/A]
    - d) Effect of parameters: [N/A]
    - e) Relationship of outputs to inputs:
      - 1) Input/output sequences: [N/A]
      - 2) Formulas for input to output conversion: [N/A]

Execution notes for all functional verification:
- Cross-browser execution on IE, Firefox, and Netscape, as specified.
- Link integrity checks include internal anchors and external URLs.
- Media checks include reachability of referenced third-party videos (e.g., UW CS example profiles), where applicable.

## 4.2 Performance requirements

Verification scope and intent
- Verify that the site provides “adequate response time,” consistent with the statement that slow response would be unsatisfactory and that the current OUS site is an acceptable benchmark for rapid response.
- Confirm that media (e.g., videos, images), searches (internal/external), and RSS content operate without undue delay on the OSU-hosted environment and on supported browsers (IE, Firefox, Netscape).

Parallel verification to Requirements 3.2 (Performance requirements)

Static numerical requirements
- a) Number of terminals to be supported: [N/A]
- b) Number of simultaneous users to be supported: [N/A]
- c) Amount and type of information to be handled:
  - Method: Content inventory and rendering tests to confirm pages with text, images, articles, “Real People” profiles (including audio/video examples), “Women in Computing,” “Resources,” “High School Courses,” internal/external search, and RSS feeds load and display/play correctly across supported browsers on OSU servers.
  - Evidence: Test execution records with screenshots, media playthrough logs, and error logs.

Dynamic numerical requirements
- Page response time (site-wide)
  - Requirement reference: “Adequate response time” with OUS site as a positive benchmark; no numeric limit given.
  - Method: Measure page load times (e.g., time to first byte, first content rendered, page complete) on IE, Firefox, and Netscape against the production-like OSU environment under typical high school network conditions.
  - Acceptance: Comparative benchmark against www.ous.edu pages; confirm no material degradation in perceived responsiveness. Quantitative target: [N/A].
  - Evidence: Timing reports and side-by-side comparison summaries versus OUS pages.

- Media streaming (video/audio in “Real People” and similar content)
  - Requirement reference: Bandwidth for video streaming noted as a constraint; no numeric limit given.
  - Method: Stream representative videos end-to-end on supported browsers under typical high school bandwidth; record startup delay and buffering events.
  - Acceptance: No sustained playback failures; minimal buffering consistent with “adequate response time.” Quantitative target: [N/A].
  - Evidence: Playback logs, observer notes, and network condition records.

- Search performance (internal and external)
  - Requirement reference: Internal Get Real search and external CS-related search expected.
  - Method: Time internal searches (site index) and external searches (configured engines) to first results page under typical conditions.
  - Acceptance: Results returned without undue delay consistent with overall site responsiveness. Quantitative target: [N/A].
  - Evidence: Search latency logs and query result screenshots.

- RSS feed update and delivery
  - Requirement reference: RSS feeds of current CS information; editorial effort “X hours/week” noted; no timing for feed refresh specified.
  - Method: Validate that newly curated links appear in the RSS feed after editorial update; measure end-to-end propagation in the site’s feed and display widgets.
  - Acceptance: Updates become visible to subscribers and page widgets in a timely manner. Quantitative target: [N/A].
  - Evidence: Timestamps of editorial updates and corresponding appearance times in feeds/pages.

Workload conditions
- Normal workload definition: [N/A]
- Peak workload definition: [N/A]
- Stress/load verification
  - Method: Execute basic concurrent browsing and media access scenarios typical of high school usage to identify any obvious degradation on the OSU server.
  - Acceptance: No critical errors or timeouts under exercised load. Quantitative throughput/concurrency target: [N/A].
  - Evidence: Server/application logs and observed error rates.

Test environment and tools
- Environment: OSU-hosted servers in the OUS domain (e.g., getreal.ous.edu), tested on IE, Firefox, and Netscape.
- Networks: Representative high school access conditions (e.g., shared school broadband).
- Instrumentation: Industry-standard web performance measurement tools and server logs; web analytics for hit counts and time-on-site.
- Tool specifics/versions: [N/A]

Data collection and monitoring
- Collect page timing metrics, error rates, buffering events, and search latencies.
- Use analytics to track hits and time spent on site over time to inform iterative improvements.

Pass/fail criteria
- Quantitative thresholds: [N/A]
- Comparative benchmarks: Page responsiveness should be comparable to the current OUS site; no persistent slowdowns or failures in core interactions (page loads, media playback, searches, RSS display).
- Stakeholder review: Obtain acceptance from site owners that measured responsiveness is satisfactory in the absence of numeric limits.

Limitations and risks
- Absence of numerical performance targets limits objective pass/fail determination; results rely on comparative benchmarks and stakeholder judgment until quantitative requirements are defined.

## 4.3 Usability requirements

This section defines how usability will be verified for the Get Real website in terms of effectiveness, efficiency, satisfaction, and avoidance of harm, aligned with the system’s intended users (Oregon high school students, including those interested in CS, those not initially interested, and those considering a CS minor) and the site’s pages/sections described in the SRS.

- Test participants and context of use
  - Recruit Oregon high school students representing the two primary viewer groups and the third “CS minor” group identified in the SRS.
  - Conduct sessions on commonly used school/home equipment and on the target browsers specified (IE, Firefox, Netscape).

- Effectiveness (task success and error rates)
  - Method: Moderated, task-based usability testing using realistic scenarios that require users to:
    - Find CS offerings and compare campuses (Exploring College).
    - Find salary and societal impact information (Jobs & Money).
    - Locate and consume a Real People profile (video/audio if available) and explain what the person does (Real People).
    - Find resources for women in computing and external references (Women in Computing).
    - Locate pre-college technology programs (Resources).
    - Use “I’m Looking For...” to answer a focused question.
    - Open and read an external article (Articles).
    - Find recommended high school coursework (High School Courses).
    - Use internal site search and external CS search to answer a query (Search).
    - Identify ACM/IEEE student resources (Professional Organizations).
    - Find and recognize current CS information via RSS (RSS feeds).
    - Submit a question and find an answer in the FAQ (Ask a Grad or Prof – FAQ).
    - Locate information about pursuing a CS minor (Consider a CS Minor).
  - Measures: Task completion rate, critical error rate, assistance rate. Capture reasons for failure where applicable.

- Efficiency (effort to achieve goals)
  - Method: During task-based testing, record time-on-task and interaction steps (clicks/taps, page transitions) for the above tasks.
  - Measures: Time-on-task, click depth, backtracks. Note any navigation dead-ends.

- Satisfaction (perceived usefulness, appeal, and ease)
  - Method: Post-session standardized questionnaire (e.g., SUS or equivalent) and brief interview focused on “teen friendly,” ease of navigation, visual appeal (white space, images, charts), and overall clarity.
  - Measures: Questionnaire scores and qualitative themes indicating whether the site “speaks to” students beyond those already interested in CS.

- Presentation and readability (avoiding “walls of text”)
  - Method: Expert heuristic evaluation against the SRS-stated goals: concise content, use of bullets/charts, ample white space, and supportive imagery. Content inspection across all main sections.
  - Measures: Presence of bullets/charts where appropriate, paragraph length consistency, image/diagram usage, scannability observations.

- Navigation and information architecture
  - Method: Tree testing or first-click testing on key navigation labels (e.g., “I’m Looking For...”, “High School Courses”, “Consider a CS Minor”) and observation of menu usage (including satellite menu/globe if retained).
  - Measures: First-click success rate, path clarity, label comprehension.

- Search usability (internal and external)
  - Method: Scenario-based evaluation of internal site search and configured external CS searches using common student queries.
  - Measures: Result relevance (top results satisfy intent), query reformulation rate, success without manual browsing.

- Cross-browser usability
  - Method: UI smoke tests on IE, Firefox, and Netscape to verify layout integrity, readability, and operability of navigation, search, videos, and forms.
  - Measures: Parity of experience across browsers; defect list for any browser-specific usability issues.

- Consistency with OUS design conventions
  - Method: Expert review comparing pages against OUS CSS/style conventions and Get Real Rev1 conventions where retained.
  - Measures: Conformance findings and remediation list.

- Multimedia usability (video/audio in Real People)
  - Method: Observe play initiation, controls discoverability, and comprehension; collect user feedback on whether media helps understanding of CS careers.
  - Measures: Successful playback rate during tests; qualitative usefulness ratings. Supplement with analytics on play starts/completions post-release.

- Calls to action and preparation pathways
  - Method: Task-based checks that students can locate action steps and preparation plans (e.g., coursework to take, how to contact programs, how to ask a question).
  - Measures: CTA discoverability, click-through to next steps, user recall of what to do next.

- Content timeliness and engagement (ongoing evaluation)
  - Method: Configure analytics to track hits and time spent as stated in the SRS; verify RSS updates and FAQ postings occur as planned.
  - Measures: Availability of analytics dashboards; evidence of regular RSS/FAQ updates; periodic review notes to inform iterative improvements.

- Avoidance of harm
  - Method: Content and link review to ensure age-appropriate language, non-offensive examples, safe external links, and alignment with OUS copyright/security practices.
  - Measures: Defect log of any inappropriate or unsafe content/links and their resolution.

- Verification deliverables
  - Usability test plan and protocols mapped to the pages/sections above.
  - Session recordings/notes, metrics summaries (effectiveness, efficiency, satisfaction).
  - Heuristic evaluation reports (presentation/readability, OUS style conformance).
  - Cross-browser usability defect log and fix verification.
  - Analytics configuration validation and initial engagement baseline.

## 4.5 Logical database requirements

No logical database requirements are specified in the original SRS. The website is described as a set of web pages with no defined database, data entities, or persistence behaviors. Therefore, verification activities for this area are not applicable.

- a) Types of information used by various functions: [N/A]
- b) Frequency of use: [N/A]
- c) Accessing capabilities: [N/A]
- d) Data entities and their relationships: [N/A]
- e) Integrity constraints: [N/A]
- f) Security: [N/A]
- g) Data retention requirements: [N/A]

## 4.6 Design constraints

- Hosting and domain
  - Constraint: The site must run as an extension of the OUS domain (e.g., getreal.ous.edu) on OSU servers.
  - Verification: Inspect DNS and hosting records; confirm production URL and SSL certificate chain; review deployment environment inventory; perform live URL access tests.

- Development tools and configuration management
  - Constraint: Use Dreamweaver local site files and the Dreamweaver check-in/check-out feature.
  - Verification: Configuration audit of project repository and Dreamweaver logs; process audit confirming check-in/out usage; spot-check file metadata for proper locking history.

- Style and CSS conventions
  - Constraint: Adhere to CSS and other style conventions established in Get Real version 1; web design conventions consistent with OUS site standards.
  - Verification: UI/style conformance review using a checklist derived from v1 conventions and OUS standards; static analysis of CSS; visual inspection across representative pages.

- Browser compatibility
  - Constraint: The site must work on Internet Explorer, Firefox, and Netscape.
  - Verification: Cross-browser test execution on the specified browsers covering core user journeys and page types; defect triage confirming no blocking issues remain; test report with pass/fail per browser.

- Security and copyright alignment
  - Constraint: Copyright and other security measures shall be the same as the OUS site.
  - Verification: Policy compliance review against OUS security and copyright policies; content audit for required notices; basic security scan of the deployed site; sign-off by OUS site owner or delegate.

- Hosting resource limits
  - Constraint: Space is limited.
  - Verification: Compare total deployed site footprint (including media) to allocated hosting storage; verify headroom per hosting plan; document results in deployment checklist.

- Network bandwidth for streaming
  - Constraint: Bandwidth for video streaming is limited.
  - Verification: Streaming playback tests of representative videos from production-like hosting under typical school network conditions; measure start latency and buffering frequency; confirm acceptable playback as defined by the test plan. Quantitative thresholds [N/A].

- Organizational resource availability
  - Constraint: Limited availability of Chancellor’s Office resources.
  - Verification: Project plan and schedule review to confirm activities align with resource constraints; milestone readiness reviews verifying required approvals/content are available without exceeding planned effort; retrospective confirming no process nonconformities due to unavailable resources.

## 4.7 Software system attributes

- Reliability
  - [N/A]

- Availability
  - [N/A]

- Security
  - Verification approach: Compliance review against OUS site security measures and copyright practices.
  - Methods:
    - Inspect site pages and templates to confirm copyright notices and protections are applied consistently and in the same manner as the OUS site.
    - Review hosting configuration to confirm it follows OUS-standard security measures.
  - Evidence: Review checklist and sign-off indicating conformance with OUS security practices.

- Maintainability
  - Verification approach: Style and convention conformance review.
  - Methods:
    - Inspect HTML/CSS and page layouts for adherence to the CSS and other style conventions established in Get Real version 1 and for consistency with OUS web design conventions.
    - Process compliance check to confirm Dreamweaver check-in/out is used for page edits.
  - Evidence: Completed style/convention checklist and sample edit logs demonstrating use of Dreamweaver check-in/out.

- Portability
  - Verification approach: Cross-browser compatibility testing.
  - Methods:
    - Execute functional and rendering tests on Internet Explorer, Firefox, and Netscape to confirm the site “works” as required.
  - Evidence: Test report with pass/fail results and defect resolutions for each target browser.

## 5.1 Assumptions and dependencies

- Hosting and domain: The site is hosted on OSU servers and operates as an extension of the OUS domain (getreal.ous.edu). Being part of the OUS domain is assumed to maximize search engine visibility.
- Organizational standards: Security, web design conventions, CSS, and other style conventions follow those used on the OUS site and Get Real version 1.
- Target audience: Primary users are Oregon high school students (grades 9–12). A change in audience would affect content, tone, and navigation requirements.
- Browser support: The site is tested against Internet Explorer, Firefox, and Netscape; changes in commonly used browsers would alter compatibility requirements.
- Performance environment: Sufficient server capacity and bandwidth (including for video/audio streaming) are available to meet response time expectations for high school users.
- Analytics: Capability exists to track and evaluate site hits and time spent, to inform ongoing content, design, and navigation changes.
- Content sourcing for “High School Courses”: OUS campuses (notably UO) provide recommended high school curricula or authoritative references (e.g., ACM recommendations).
- Q&A/FAQ operations: OUS graduates/faculty are available to provide timely responses for the “Ask a Grad or Prof – FAQ” and any related blog.
- RSS feature: The Chancellor’s Office daily communications distribution remains available for syndication, and weekly web design/editorial resources are available to curate links/feeds.
- Search features: Availability of internal search and external CS-related search relies on tools such as Google services or equivalent.
- External links and resources: Continued accessibility and stability of third-party sites and media referenced (e.g., ACM, IEEE, SIGGRAPH, engineergirl.org, UW CS videos, external articles).
- Legacy assets: Access to and reuse of Get Real version 1 assets (content, styles, shared files) are available for Rev2 updates.

## 5.2 Acronyms and abbreviations

The following acronyms and abbreviations are used in this document:

- ACM: [N/A]
- CSS: [N/A]
- CS: Computer science
- DSS: [N/A]
- ETIC: [N/A]
- FAQ: [N/A]
- HS: High school
- IE: [N/A]
- IEEE: [N/A]
- OUS: Oregon University System
- OSU: [N/A]
- Q&A: [N/A]
- Rev: [N/A]
- RSS: [N/A]
- SIGGRAPH: [N/A]
- SRS: [N/A]
- UO: [N/A]
- URL: [N/A]
- UW: [N/A]
- WICS: [N/A]