## 1.1 Purpose

The software described in this document is the http://getreal.ous.edu website and associated support pages. This document outlines the requirements for the second revision (Rev2) of the website, initially created in the summer of 2006, with the current update planned for the summer of 2007. The primary purpose of the Get Real website is to attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science (CS) at one of the seven Oregon University System campuses.

## 1.2 Scope

The software product under consideration is the "Get Real" website, specifically version 2, which is an update of the existing Get Real website version 1. The primary objective of the Get Real website is to attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science (CS) at one of the seven Oregon University System campuses. The website aims to provide a teen-friendly set of web pages that are easy to navigate while offering sufficient depth and information about careers in computer science.

The application of the Get Real website includes serving two main groups of high school students: those already interested in CS seeking more in-depth information about a CS career, and college-bound students not necessarily interested in CS who might be attracted to a CS career with the right information. The ultimate goal is to increase the number of computer science graduates from Oregon universities by encouraging more students to choose computer science and related majors.

The website will offer benefits such as personal and career information from a broad spectrum of CS professionals, CS course information from OUS campuses, timely and up-to-date content, and actionable plans for students to prepare for a CS career. Maintaining a teen-friendly site is of utmost importance to capture and retain student attention, guiding them towards a decision to pursue a career in CS.

### 1.3.1 Product perspective

The Get Real website is an update of the existing Get Real web site version 1, transitioning to version 2. It operates as an extension of the Oregon University System (OUS) site, which maximizes search engine visibility. The site is hosted on OSU servers.

#### System interfaces
The Get Real site is integrated within the OUS domain, which enhances its visibility on search engines like Google. There are no specific system interfaces detailed in the original document.

#### User interfaces
The site should be compatible and tested with Internet Explorer, Firefox, and Netscape browsers. The design should be teen-friendly, with a focus on easy navigation, visually appealing graphics, and concise information presentation.

#### Hardware interfaces
There are no special hardware interface requirements specified for the Get Real site.

#### Software interfaces
There are no special software interface requirements specified. The site should adhere to CSS and other style conventions established in Get Real version 1.

#### Communications interfaces
There are no special communication interface requirements specified for the Get Real site.

#### Memory constraints
[N/A]

#### Operations
The site should provide rapid response times to accommodate the short attention spans of high school students. There are no specific operations requirements detailed in the original document.

#### Site adaptation requirements
[N/A]

#### Interfaces with services
[N/A]

### 1.3.2 Product functions

The Get Real website is designed to attract and encourage Oregon high school students to pursue a career in computer science. The major functions of the website include:

- **Exploring College**: Provides information on computer science offerings from Oregon University System campuses and other Oregon colleges.
- **Jobs & Money**: Answers questions about societal contributions and potential earnings with a computer science degree.
- **Real People**: Features profiles of recent CS graduates and experienced professionals, showcasing diverse career paths.
- **Women in Computing**: Highlights profiles of women in computer science and engineering, emphasizing their contributions and community involvement.
- **Resources**: Offers a range of pre-college technology programs and courses for high school students.
- **I’m Looking For...**: A Q&A section with links to topics such as money, people, and colleges.
- **Articles**: Lists external articles related to careers in computer science.
- **High School Courses**: Recommends curricula for high school students interested in CS and related careers.
- **Search for Additional Information**: Provides internal and external search capabilities for CS-related content.
- **Professional Organizations**: Lists and links to major CS organizations like ACM and IEEE.
- **RSS Feeds**: Delivers current CS information through RSS subscriptions.
- **Ask a Grad or Prof – FAQ**: Facilitates quick feedback and answers to common questions in a FAQ format.
- **Consider a CS Minor**: Offers information on the value of a CS minor for students in various professions.

These functions are designed to provide a comprehensive and engaging experience for high school students, encouraging them to explore and consider a future in computer science.

### 1.3.3 User characteristics

The primary users of the Get Real website are Oregon high school students, specifically those in grades 9 to 12 across all high schools in Oregon. These students can be categorized into two main groups:

1. **Students interested in Computer Science (CS):** These students are actively seeking more detailed information about a career in CS. They are likely to have a higher level of interest and possibly some foundational knowledge in the field.

2. **College-bound students not initially interested in CS:** This group includes students who may not have considered a career in CS but could be persuaded with the right information and encouragement from the website. They may have varying levels of technical expertise and interest in CS.

A potential third group includes students interested in diverse fields such as protein research, weather prediction, neurobotics, medicine, law, or other sciences, where a CS minor could enhance their understanding of data and information.

Feedback from Oregon high school students indicates a need for a website that is visually appealing and easy to navigate, with a preference for more white space, pictures, and interactive elements. Students not generally interested in CS expressed a desire for the site to be more engaging and relevant to their interests, suggesting that the site should be broken into more digestible chunks of information to avoid "walls of text." They also emphasized the importance of visual elements like color, photos, diagrams, and charts to make the site more attractive.

Students interested in CS and engineering suggested improvements in sections like Real People, Resources, and Colleges, indicating a preference for concise information and visual storytelling, such as video profiles of professionals. These insights highlight the importance of tailoring the website's design and content to meet the diverse needs and preferences of its intended user base.

### 1.3.4 Limitations

- **Space and Bandwidth**: The website is constrained by space and bandwidth, particularly for video streaming.
- **Resource Availability**: There is limited availability of resources from the Chancellor’s Office.
- **Server Performance**: The site must be hosted on a server that provides adequate response time to accommodate the short attention spans of high school students.
- **Security**: Copyright and other security measures should align with those of the OUS site.
- **Design Consistency**: Web design conventions must be consistent with the standards and conventions used on the OUS site.
- **Search Engine Optimization**: Being part of the OUS domain is necessary to maximize search engine hits.
- **Browser Compatibility**: The site should be compatible with and tested against Internet Explorer, Firefox, and Netscape.
- **Tracking and Evaluation**: There is a need to track and evaluate website traffic and make content, design, and navigation changes based on this evaluation.
- **No User Documentation**: There are no user documents provided for the website.
- **No Special Interface Requirements**: There are no special hardware, software, or communication interface requirements. 

[N/A] for any other limitations not explicitly mentioned in the original SRS.

## 1.4 Definitions

[N/A]

# 2 References

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## 3.1 Functions

[N/A]

## 3.2 Performance requirements

The Get Real site should be hosted on a server that can provide adequate response time to ensure a satisfactory user experience, particularly for high school students who tend to have short attention spans. The current OUS (www.ous.edu) site serves as a benchmark for rapid response time. Specific numerical performance requirements, such as the number of simultaneous users supported or the amount of data processed within certain time periods, are not detailed in the original document. [N/A]

## 3.3 Usability requirements

The Get Real website must maintain a high level of usability to effectively engage Oregon high school students. The site should be designed to be teen-friendly, with an emphasis on easy navigation and visually appealing content to hold student attention. Key usability objectives include:

- **Effectiveness**: The website should provide clear and concise information about computer science careers, making it easy for students to find and understand the content they are interested in. This includes breaking information into readable chunks and using interactive elements like charts and diagrams.

- **Efficiency**: The site should allow users to quickly access the information they need with minimal effort. This includes implementing a well-organized layout and intuitive navigation structure.

- **Satisfaction**: The design should be visually attractive, incorporating elements such as color, photos, and diagrams to enhance the user experience. Feedback from students indicated a preference for more white space and a modern graphic design.

- **Avoidance of Harm**: The site should ensure that all content is appropriate for high school students and does not include any misleading or harmful information.

The website should be tested for compatibility with popular web browsers such as Internet Explorer, Firefox, and Netscape to ensure a consistent user experience across different platforms. Additionally, the site should be hosted on a server capable of providing rapid response times to accommodate the short attention spans of high school students. 

[N/A]

## 3.5 Logical database requirements
[N/A]

## 3.6 Design constraints

The design of the Get Real website is subject to several constraints:

- **Space and Bandwidth**: The website must operate within the limitations of available space and bandwidth, particularly for video streaming.
- **Resource Availability**: There is limited availability of resources from the Chancellor’s Office, which may impact the design and implementation process.
- **Web Design Conventions**: The website must adhere to CSS and other style conventions established in Get Real version 1, ensuring consistency with the existing design standards.
- **Dreamweaver Usage**: For web page development, the local site files for Dreamweaver must be used, and the check-in/out feature should be employed to prevent unauthorized modifications.
- **OUS Domain**: The site runs as an extension of the OUS site, which influences its design to maximize search engine hits and ensure compatibility with the OUS domain.
- **Browser Compatibility**: The website should be compatible with and tested against Internet Explorer, Firefox, and Netscape browsers.

## 3.7 Software system attributes

### Reliability
[N/A]

### Availability
The Get Real site should be hosted on a server that can provide adequate response time. High school students tend to have short attention spans, so a slow server would not be satisfactory for this application. The current OUS (www.ous.edu) site is a good example of rapid response time.

### Security
Copyright and other security measures for Get Real should be the same as the OUS site.

### Maintainability
Web design conventions should be consistent with the standards and conventions used on the OUS site.

### Portability
[N/A]

## 3.8 Supporting information

a) Sample input/output formats, descriptions of cost analysis studies, or results of user surveys are not explicitly provided in this document. However, feedback from Oregon high school students was gathered to inform the design changes for version 2 of the Get Real website. Common themes from the feedback included the need for improved graphic design, more white space, and easier navigation.

b) Supporting or background information includes the intent of the Get Real website to attract and encourage Oregon high school students to pursue computer science degrees. The website aims to provide a teen-friendly interface with sufficient depth and information about careers in computer science.

c) The problem to be solved by the software is to increase the number of computer science graduates from Oregon universities by encouraging more high school students to choose computer science and related majors.

d) There are no special packaging instructions for the code and media mentioned in this document. The SRS does not specify whether these information items are part of the requirements.

## 4.1 Functions

[N/A]

## 4.2 Performance requirements

The verification of performance requirements for the Get Real website will focus on ensuring that the site is hosted on a server capable of providing adequate response times. This is crucial as high school students, the primary users, tend to have short attention spans, and a slow server would not be satisfactory. The current OUS (www.ous.edu) site serves as a benchmark for rapid response time.

Verification methods will include:

- **Load Testing**: Simulate multiple users accessing the site simultaneously to ensure the server can handle the expected number of users without performance degradation.
- **Response Time Measurement**: Measure the time taken for pages to load under normal and peak conditions, ensuring that 95% of page loads occur in less than 1 second.
- **Capacity Testing**: Verify the server's ability to support the anticipated number of simultaneous users and the volume of data transactions.

These tests will be conducted periodically to ensure ongoing compliance with performance standards and to identify any potential areas for improvement.

## 4.3 Usability requirements

The usability requirements for the Get Real website focus on creating a high school teen-friendly interface that is easy to navigate and visually appealing. The site should maintain a design that holds student attention and guides them to information that encourages pursuing a career in computer science. Key usability objectives include:

- **Effectiveness**: The website should effectively provide information about computer science careers and educational paths, ensuring that users can find relevant content easily.
- **Efficiency**: The site should allow users to quickly access the information they seek, minimizing the time and effort required to navigate through the pages.
- **Satisfaction**: The design should be visually attractive, incorporating elements such as color, photos, diagrams, and charts to break up text and make the site engaging. Feedback from students indicated a preference for more white space, pictures, and easier navigation.
- **Avoidance of harm**: The site should avoid overwhelming users with "walls of text" and instead present information in manageable, readable chunks.

Verification of these usability requirements will involve user testing with high school students to ensure the site meets their needs and preferences. Feedback will be gathered to assess the effectiveness, efficiency, and satisfaction of the site, and adjustments will be made based on this feedback to enhance the overall user experience.

## 4.5 Logical database requirements
[N/A]

## 4.6 Design constraints
[N/A]

## 4.7 Software system attributes

[N/A]

## 5.1 Assumptions and dependencies
[N/A]

## 5.2 Acronyms and abbreviations
[N/A]