## 1.1 Purpose

Specify the requirements for Version 2 (Summer 2007) of the Get Real website (getreal.ous.edu) and associated support pages. The software’s purpose is to attract and encourage Oregon high school students to take coursework leading to a baccalaureate degree in computer science at one of the seven Oregon University System campuses by providing teen‑friendly, easy‑to‑navigate information about CS careers, education paths, and related resources.

## 1.2 Scope

- Product identification
  - “Get Real” website (getreal.ous.edu) Rev2 and associated support pages; an update to the existing Rev1 within the Oregon University System (OUS) domain, hosted on OSU servers.

- What the product will do
  - Provide a teen-friendly, easy-to-navigate set of web pages that present concise, engaging information about computer science (CS) careers and education paths.
  - Offer curated content sections, including: Exploring College (CS offerings at OUS and other Oregon colleges), Jobs & Money (societal impact and salary), Real People (profiles of recent graduates and professionals, potentially with video/audio), Women in Computing, Resources (pre-college technology programs), I’m Looking For... (focused Q&A with internal links), Articles (external readings).
  - Introduce new or enhanced features such as: High School Courses (recommended curricula and pointers to campus/ACM guidance), Search (internal site search and targeted external CS-related search), Professional Organizations (e.g., ACM, IEEE and student-focused subsections), RSS feeds of current CS information, Ask a Grad or Prof – FAQ (Q&A with archived answers; blog option), Consider a CS Minor (guidance for students in other fields).
  - Provide calls to action and planning guidance to help students prepare for a CS career, and keep information timely to encourage return visits.

- Application, benefits, objectives, and goals
  - Application domain: A statewide, student-focused information hub for Oregon high school students (grades 9–12), serving:
    - Students already interested in CS seeking deeper, actionable information.
    - College-bound students not yet interested in CS who may be attracted by compelling, relatable content.
    - Students pursuing other fields (e.g., medicine, law, business, sciences) who could benefit from a CS minor.
  - Benefits: Accessible personal and career stories from a broad spectrum of CS professionals; clear visibility into CS programs and courses at OUS campuses; timely updates (including Q&A); concrete next steps for preparing for CS study.
  - Objectives and goals: Maintain a teen-friendly experience to hold attention and guide exploration; encourage more Oregon students to choose CS and related majors; ultimately increase the number of CS graduates from Oregon universities.
  - Scope boundary: The website’s scope is limited to attracting and encouraging Oregon high school students to take coursework leading toward a baccalaureate degree in computer science at one of the seven OUS campuses.

### 1.3.1 Product perspective

The Get Real website (Rev2) is an update to the existing Get Real website (Rev1) and functions as an element of the larger Oregon University System (OUS) web presence. It is hosted on Oregon State University (OSU) servers and is accessed under the OUS domain (e.g., getreal.ous.edu). As part of the OUS ecosystem, the site follows OUS web design conventions and OUS security/copyright measures.

Major elements and interconnections:
- Parent system: OUS website and domain; Get Real operates as an extension within this domain.
- Hosting environment: OSU servers that host the site.
- The Get Real web application: site content and features (e.g., pages/sections such as Exploring College, Jobs & Money, Real People, Women in Computing, Resources, I’m Looking For..., Articles; and proposed additions such as High School Courses, Search, Professional Organizations, RSS feeds, Ask a Grad or Prof – FAQ, Consider a CS Minor).
- External services and sources: example Google-provided search tools for internal/external search; RSS feed sourced from the Chancellor’s Office daily communications distribution.

#### System interfaces
- OUS parent site/domain: The site is an extension of the OUS site (getreal.ous.edu). It inherits and adheres to OUS standards for design and security. Interface specifics: [N/A].
- OSU hosting environment: Runs on OSU servers. Interface specifics: [N/A].

#### User interfaces
- The site must work and be tested against IE, Firefox, and Netscape.
- Web design conventions should be consistent with OUS site standards.
- Adhere to CSS and style conventions established in Get Real version 1.
- Teen-friendly presentation emphasizing easy navigation, more white space, images, shorter paragraphs, and chunked content (e.g., bullets, charts); avoid “walls of text.”

#### Hardware interfaces
- No special hardware interface requirements are specified. [N/A]

#### Software interfaces
- External search tools:
  - Name: Google-provided tools for internal and external searches.
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: Google
  - Purpose/interface details: Provide internal site search and external CS-related search; message/content/format details: [N/A]
- RSS feed source:
  - Name: Chancellor’s Office daily communications distribution (RSS).
  - Mnemonic: [N/A]
  - Specification number: [N/A]
  - Version number: [N/A]
  - Source: OUS Chancellor’s Office
  - Purpose/interface details: Selected items fed to RSS subscribers on the Get Real site; message/content/format details: [N/A]
- Other application/system interfaces: None specified. [N/A]

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

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

#### Operations
- User operations: [N/A]
- Administrative operations:
  - Tracking and evaluation of site “hits” and time spent, with ongoing content/design/navigation changes based on evaluation.
  - RSS feature requires recurring editorial effort to manage feed URLs (stated as “X hours per week”). Exact effort: [N/A]
  - Use Dreamweaver check in/out for page management during development/maintenance.

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

#### Interfaces with services
- Integration with Google-provided search tools for internal and external searches. Specific service plans/versions: [N/A]
- Consumption and redistribution of selected items from the OUS Chancellor’s Office daily communications RSS feed to site subscribers. Specific service endpoints/formats: [N/A]
- Web analytics/service for tracking hits/time spent: [N/A]

### 1.3.2 Product functions

The Get Real website provides high school students with concise, engaging information and tools to explore computer science education and careers. Major functions are grouped as follows:

- Discover CS pathways and programs
  - Browse Oregon university computer science offerings and compare programs (college comparison chart).
  - Review recommended high school coursework for CS and related fields, with links to campus and ACM guidance.
  - Learn about pursuing a CS minor alongside other majors.

- Explore careers and role models
  - View “Jobs & Money” information on CS careers, societal impact, and salaries.
  - Explore “Real People” profiles of recent graduates and experienced professionals, including video/audio stories.
  - Access “Women in Computing” profiles and external resources showcasing women in CS.

- Find curated resources
  - Browse pre-college technology programs and courses for high school students.
  - Access curated external articles relevant to CS education and careers.
  - Discover professional organizations (e.g., ACM, IEEE, SIGGRAPH) with pointers to student sections.

- Search and navigate
  - Perform internal site search across Get Real content.
  - Launch external searches to CS-related sources (e.g., OUS campuses, articles).
  - Use “I’m Looking For...” guided Q&A navigation to jump to relevant site content.

- Engage and stay current
  - Read curated RSS feeds of current CS information surfaced on the site.
  - Submit questions to “Ask a Grad or Prof,” and read consolidated answers in an FAQ; optionally follow a related blog.

- Operational support
  - Host and stream multimedia content (e.g., profile videos).
  - Track site usage (hits and time on site) to support ongoing content, design, and navigation improvements.

### 1.3.3 User characteristics

Primary users are Oregon high school students in grades 9–12 across all Oregon high schools.

User groups:
- Students already interested in computer science (CS) seeking concise, in-depth information about CS careers.
- College-bound students not necessarily interested in CS who may be persuaded by compelling content.
- Students focused on other fields (e.g., protein research, weather prediction, neurobotics, medicine, law, other sciences) who may benefit from considering a CS minor.

Characteristics influencing usability:
- Educational level: High school (grades 9–12).
- Technical expertise and web experience: Mixed CS interest and expertise; students commonly use mainstream web resources for career information (e.g., Google, Yahoo, news.myspace.com, engineergirl.org).
- Attention and reading preferences: Short attention spans; strong preference for content broken into readable chunks (avoid “walls of text”); favor shorter paragraphs, bullets, charts, and interactive tables/menus.
- Visual and navigation preferences: Desire more white space, color, photos, diagrams, and charts; require easy-to-navigate pages; positive feedback on engaging visual elements (e.g., spinning globe and satellite menu); attracted by pictures and structured stories (e.g., “Real People” profiles, college comparison chart).
- Performance sensitivity: Low tolerance for slow responses.
- Disabilities and accessibility: [N/A]

### 1.3.4 Limitations

- a) Regulatory requirements and policies
  - Web design conventions must be consistent with the Oregon University System (OUS) site.
  - Copyright and other security measures must match the OUS site.
  - Adhere to CSS and other style conventions established in Get Real version 1.
  - Use Dreamweaver check in/out; be cautious of others modifying pages.

- b) Hardware limitations
  - Hosted on OSU servers.
  - Constraints on server space.
  - Bandwidth limitations for video streaming.

- c) Interfaces to other applications
  - Use of internal and external search tools (e.g., Google-based search).
  - RSS feeds of current CS information sourced from the Chancellor’s Office.
  - Compatibility and testing required for IE, Firefox, and Netscape.
  - No special software interface requirements otherwise.

- d) Parallel operation
  - [N/A]

- e) Audit functions
  - Need to track and evaluate site “hits” and time spent; make content, design, and navigation changes based on evaluation.

- f) Control functions
  - [N/A]

- g) Higher-order language requirements
  - [N/A]

- h) Signal handshake protocols
  - [N/A]

- i) Quality requirements (e.g., reliability)
  - Must provide rapid response time comparable to the current OUS site.
  - Consistency with OUS site standards and conventions.
  - Maintain teen-friendly readability and navigation.

- j) Criticality of the application
  - [N/A]

- k) Safety and security considerations
  - Copyright and security measures aligned with the OUS site.

- l) Physical/mental considerations
  - Target audience is high school students with short attention spans; avoid “walls of text” and use white space, pictures, bullets, charts, and easy navigation.

- m) Limitations sourced from other systems, including real-time requirements through interfaces
  - Operation as part of the OUS domain and on OSU servers.
  - Limited availability of Chancellor’s Office resources (e.g., for maintaining RSS feed URLs).
  - Reliance on availability and policies of external sites and content linked from Get Real.

## 1.4 Definitions

- Get Real (site): The http://getreal.ous.edu website and associated support pages aimed at attracting and encouraging Oregon high school students to pursue computer science degrees at Oregon University System campuses.
- OUS: Oregon University System; the seven-campus university system referenced as the domain for the Get Real site.
- OSU servers: The hosting servers on which the Get Real site runs.
- Rev1 (Version 1): The initial release of the Get Real site created around summer 2006.
- Rev2 (Version 2): The update of the Get Real site described by this SRS, targeted for summer 2007.
- Version 3: A potential future update to incorporate ideas learned from Version 2.
- Exploring College: A site section listing computer science offerings from OUS campuses and other Oregon colleges.
- Jobs & Money: A site section addressing how CS careers contribute to society and typical earnings with a CS degree.
- Real People: A site section profiling recent CS graduates and experienced professionals (potentially via video or audio) to show diverse, real-world CS careers.
- Women in Computer Science: A site section profiling women in CS and engineering and linking to resources that portray engaging career paths.
- Resources: A site section exploring pre-college technology programs and courses for high school students.
- I’m Looking For...: A site section of focused questions and answers with links to related content within the Get Real site (e.g., money, people, colleges).
- Articles: A site section listing relevant external articles (e.g., rankings and career features).
- High School Courses: A proposed section recommending high school curricula for students interested in CS, with pointers to campus and ACM recommendations.
- Search for additional information: A proposed section providing search tools, including internal (site-only) and external (CS-related sites) searches.
- Professional Organizations: A proposed section linking to professional CS organizations (e.g., ACM, IEEE, SIGGRAPH), with pointers to student sections.
- RSS feeds of current CS information: A proposed feature providing selected items from the Chancellor’s Office daily communications to RSS subscribers on the Get Real site; requires periodic editorial effort.
- Ask a Grad or Prof – FAQ: A proposed feature enabling questions to OUS-affiliated grads or professors, with answers posted as a Frequently Asked Questions section; may include a careers blog.
- Consider a CS Minor: A proposed section highlighting the value of a CS minor for students in fields such as medicine, law, business, and the sciences.
- Internal search: Search limited to content within the Get Real site.
- External search: Search across CS-related external sites (including OUS campuses and relevant articles).
- Chancellor’s Office: The OUS office referenced as a source of selected communications content and as a constrained resource for site support.
- DSS feed: [N/A]

# 2 References

The references are grouped into Compliance (normative) and Guidance (informative). Each entry identifies the title, report number (if any), date, publishing organization, and where it can be obtained. Missing details are noted as [N/A].

## Compliance

- Title: Get Real Version 1 CSS and style conventions
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: [N/A]

- Title: OUS website standards and conventions
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (OUS)
  - Source/location: www.ous.edu

- Title: OUS website copyright and security policies
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (OUS)
  - Source/location: www.ous.edu

- Title: Get Real website local site files for Dreamweaver
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: cn-capctr/share/Get_Real_website/

- Title: Dreamweaver check-in/check-out feature usage
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: [N/A]

## Guidance

- Title: Example video “real people” profiles: “a day in the life of,” “power to change the world,” and “Pathways in Computer Science”
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: www.cs.washington.edu/education/ugrad/prospective/download.html

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

- Title: WICS UO (Women in Computer Science, University of Oregon)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: www.cs.uoregon.edu/groups/wics/

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

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

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

- Title: Related information sites (examples): Google
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: [N/A]

- Title: Related information sites (examples): Yahoo
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: [N/A]

- Title: Related information sites (examples): news.myspace.com
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source/location: news.myspace.com

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

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

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

## 3.1 Functions

This section enumerates the fundamental functional behaviors described for the Get Real website (Rev2).

- Content browsing and navigation
  - Inputs: user navigation actions (e.g., follow links, select sections).
  - Processing: retrieve and display page content with teen‑friendly presentation (shorter text, bullets, visuals).
  - Outputs: rendered pages and linked content across the following sections:
    - Exploring College: listings of CS offerings from Oregon University System campuses and other Oregon colleges.
    - Jobs & Money: information on societal contribution and earnings with a CS degree.
    - Real People: profiles of recent graduates and experienced professionals; supports video/audio to convey personal messages.
    - Women in Computing: profiles and resources highlighting women in CS; links such as engineergirl.org and WICS resources.
    - Resources: information on pre‑college technology programs and HS courses.
    - I’m Looking For...: focused questions and answers with links within the site (topics include money, people, colleges).
    - Articles: curated links to external articles (e.g., “50 best jobs in America,” “Dream Jobs 2007”).
    - High School Courses: pointers to recommended high‑school curricula for CS; references to ACM and campus guidance (e.g., UO).
    - Professional Organizations: links to ACM, IEEE, and key subgroups (e.g., SIGGRAPH), with pointers to student sections.
    - Consider a CS Minor: guidance for students in other fields (medicine, law, business, sciences) on the value of a CS minor.

- Internal site search
  - Inputs: user search terms.
  - Processing: perform internal search over Get Real site content.
  - Outputs: list of matching internal pages and links.

- External search
  - Inputs: user search terms.
  - Processing: initiate searches of CS‑related external sites (e.g., OUS campuses, CS articles), using available tools (e.g., Google).
  - Outputs: list of external search results and links.

- Ask a Grad or Prof – FAQ
  - Inputs: questions submitted by users; responses from OUS participants.
  - Processing: provide fast feedback; publish answers as entries in a public FAQ; a blog format may also be used.
  - Outputs: browsable FAQ entries available to all visitors.

- RSS feeds of current CS information
  - Inputs: selected article URLs from Chancellor’s Office daily communications distribution; editorial updates to feed entries.
  - Processing: edit and prepare URLs for inclusion; publish RSS so visitors can subscribe.
  - Outputs: RSS feed items delivered to subscribers via the site.

- Multimedia playback (Real People section)
  - Inputs: user play/pause interactions; video/audio assets (e.g., “day in the life,” “power to change the world,” “pathways in computer science”).
  - Processing: stream or play media to convey CS career diversity.
  - Outputs: audiovisual playback to the user.

- Traffic tracking and evaluation
  - Inputs: site visit events and durations from user sessions.
  - Processing: track and evaluate “hits” and time spent over time to inform content, design, and navigation changes.
  - Outputs: usage metrics to guide iterative improvements.

Validity checks on inputs
- [N/A]

Exact sequence of operations
- [N/A]

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: [N/A]
- 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]
  - Amount and type of information to be handled: [N/A]
  - Bandwidth sufficient for video/audio streaming: [N/A]

- Dynamic (throughput and latency) requirements:
  - Page response time: The site shall be hosted on a server that can provide adequate response time; the current OUS site is cited as an example of rapid response time. [N/A]
  - Internal and external search result response time: [N/A]
  - Video/audio playback start time and buffering performance: [N/A]
  - RSS feed processing/update frequency and throughput: Selected articles from the Chancellor’s Office daily communications distribution shall be available via RSS; weekly editing effort required: [N/A]

- Monitoring:
  - The system shall support tracking and evaluation of site hits and time spent on the site over time to inform content, design, and navigation changes. [N/A]

## 3.3 Usability requirements

- Contexts of use
  - Primary users are Oregon high school students (grades 9–12) across all Oregon high schools.
  - Typical access via web browsers on desktop/laptop environments; the site shall work and be tested on Internet Explorer, Firefox, and Netscape.
  - Users include both students already interested in CS and those not initially interested, with short attention spans and a preference for visually engaging, easy-to-navigate content.

- Effectiveness requirements (accuracy and completeness in achieving goals)
  - Users shall be able to find information on key topics (e.g., Exploring College, Jobs & Money, Real People, Women in Computing, Resources, I’m Looking For…, Articles, High School Courses, Search, Professional Organizations, RSS feeds, Ask a Grad or Prof – FAQ, Consider a CS Minor) through clear navigation and site search.
  - The site shall provide both internal search (site content) and external search (CS-related outside sites such as OUS campuses and relevant articles).
  - Content shall be presented in readable chunks, using bullets, charts, and pictures to avoid “walls of text,” improving scanability and comprehension.
  - Measurable effectiveness criteria: [N/A]

- Efficiency requirements (resources expended in relation to accuracy and completeness)
  - Page response time shall be adequate to retain users with short attention spans; hosting performance shall be comparable to the current OUS site’s rapid response time.
  - Navigation shall minimize effort to reach desired information by using clear menus, sectioning, and an “I’m Looking For…” Q&A entry point.
  - Page design shall reduce reading time by employing increased white space, concise paragraphs, and, where appropriate, interactive menu patterns (e.g., table/menu approaches) to keep main pages short and to the point.
  - Measurable efficiency criteria (e.g., average page load time, number of clicks to key tasks, time on task): [N/A]

- Satisfaction requirements (user comfort and acceptability)
  - The site shall be teen-friendly and visually attractive to both CS-interested students and those not initially interested in CS, using color, photos, diagrams, charts, and engaging visual elements.
  - Real People content shall highlight both recent graduates and experienced professionals in diverse fields, using photos and, where feasible, video or audio to convey personal messages that can motivate students.
  - Design conventions shall be consistent with standards used on the OUS site to provide a familiar and coherent experience.
  - The site shall track and evaluate hits and time spent and use these data to make content, design, and navigation changes over time to improve engagement.
  - Measurable satisfaction criteria (e.g., user ratings, engagement targets, trend goals): [N/A]

- Avoidance of harm (from use in the specific context)
  - Copyright and security practices shall follow those used on the OUS site.
  - Specific harms to be avoided in this context and corresponding measurable criteria: [N/A]

- Accessibility and inclusivity
  - Accessibility requirements and measurable criteria: [N/A]

- Learnability and memorability
  - The site shall be easy to navigate for first-time visitors, with clear section names and concise content.
  - Measurable learnability/memorability criteria (e.g., time to first-success, retention over time): [N/A]

## 3.5 Logical database requirements

The original SRS does not specify a database. The following logical requirements summarize the information elements implied by the site’s functions. Where the SRS provides no detail, items are marked [N/A].

- Types of information used by various functions
  - Exploring College: listings of computer science offerings from OUS campuses and other Oregon colleges.
  - Jobs & Money: information answering contribution-to-society and salary questions.
  - Real People: profiles of recent CS graduates and experienced professionals; optional video/audio assets; example videos referenced from UW CS.
  - Women in Computer Science: profiles and links to women-in-CS resources (e.g., WICS UO) and organizations.
  - Resources: pre-college technology programs and high school courses.
  - I’m Looking For...: focused Q&A items with internal links to site content.
  - Articles: external article links (e.g., “50 best jobs in America, Dream Jobs 2007”).
  - High School Courses: recommended curricula; pointers to campus and ACM recommendations.
  - Search for additional information: internal site index; pointers to external searches (e.g., Google).
  - Professional Organizations: links to ACM, IEEE, SIGGRAPH and student sections.
  - RSS feeds: selected items from the Chancellor’s Office daily communications distribution.
  - Ask a Grad or Prof – FAQ: user questions and corresponding OUS answers; FAQ entries.
  - Consider a CS Minor: informational content and referenced video (“Pathways in Computer Science”).
  - Site analytics: hits and time-spent metrics for evaluating usage “over time.”

- Frequency of use
  - Public read access to content: [N/A].
  - Content updates (general): “timely and up to date” is desired; specific cadence [N/A].
  - RSS feed items: source distribution is daily; site update cadence [N/A].
  - Ask a Grad or Prof – FAQ submissions/answers: on demand; specific volumes [N/A].
  - Internal/external search: on demand; query volumes [N/A].
  - Analytics collection: ongoing/continuous; reporting cadence [N/A].

- Accessing capabilities
  - Public read access to all content via web navigation.
  - Internal search of the Get Real site and external search to CS-related sites (tools such as Google are referenced).
  - RSS subscription to selected Chancellor’s Office items.
  - Ask a Grad or Prof – FAQ: submit questions and read posted answers.
  - Editorial access and change control via Dreamweaver check-in/out on shared site files; database-based authoring [N/A].

- Data entities and relationships
  - College and Program (CS offerings): Program belongs to a College; College has many Programs.
  - PersonProfile (Real People; may overlap Women in CS): attributes include role (recent grad/experienced), media references (optional).
  - Organization (e.g., ACM/IEEE/SIGGRAPH): includes links; may reference student sections.
  - Resource and CourseRecommendation: Resource entries include provider and links; recommendations may reference ACM/UO sources.
  - FAQEntry: pairs a Question with its Answer; may reference related site pages.
  - ArticleLink: title and external URL (and optional summary).
  - RSSItem: title, date, source, URL.
  - SearchIndex: terms mapped to internal pages/resources.
  - AnalyticsRecord: timestamp, page identifier, hit count/session and time-spent metrics.
  - Relationships include:
    - PersonProfile may be categorized for inclusion in Women in CS.
    - FAQEntry may reference related pages/resources.
    - ArticleLink, Organization, Resource, and Program entries reference external/internal URLs.

- Integrity constraints
  - FAQEntry must have an associated Question and Answer before publication.
  - External and internal links referenced by Articles, Organizations, Resources, Programs, and RSS items should be valid/resolvable; broken-link tolerance [N/A].
  - Professional Organizations pointers “should lead to student sections” where specified.
  - SearchIndex must reflect current site content; reindexing frequency [N/A].
  - Editorial concurrency/integrity managed via Dreamweaver check-in/out; database-level concurrency rules [N/A].
  - Field formats, uniqueness, and required attributes for entities: [N/A].

- Security
  - Copyright and other security measures must be the same as the OUS site (per SRS 5.2).
  - Authentication/authorization requirements for editorial or submission workflows: [N/A].
  - Data classification and handling (e.g., PII presence): [N/A].

- Data retention requirements
  - Analytics (hits and time spent) should be retained sufficiently to “track and evaluate … over time”; exact retention period and aggregation level [N/A].
  - Retention for FAQ entries, RSS items, profiles, resources, articles, and program listings: [N/A].
  - Archiving and purge policies: [N/A].

## 3.6 Design constraints

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

- Hosting and operating environment
  - The site must run as an extension of the OUS domain (getreal.ous.edu) and operate on OSU servers.

- Development tools and process
  - Page development must use the Dreamweaver environment with the repository at the specified shared location, employing Dreamweaver’s check-in/check-out feature to control edits.

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

- Infrastructure limitations
  - Available server/storage space is limited.
  - Bandwidth for video streaming is limited; design choices (e.g., media formats/bitrates) must accommodate this constraint.

- Project resource limitations
  - Limited availability of Chancellor’s Office resources may constrain ongoing content updates and features that require regular curation.

## 3.7 Software system attributes

### Reliability
- Required reliability factors at delivery: [N/A]

### Availability
- Hosting context: The site runs on OSU servers as an extension of the OUS domain (getreal.ous.edu).
- Defined availability level, checkpoint, recovery, and restart requirements: [N/A]

### Security
- Security posture: Copyright and other security measures shall be the same as the OUS site.
- Use of cryptographic techniques: [N/A]
- Logging/history for security purposes: [N/A]
- Separation of functions into different modules for security: [N/A]
- Restrictions on communications between components: [N/A]
- Data integrity checks for critical variables: [N/A]
- Data privacy requirements: [N/A]

### Maintainability
- Conformance: Web design conventions shall be consistent with the standards and conventions used on the OUS site.
- Styling: Adhere to CSS and other style conventions established in Get Real version 1.
- Configuration control: Use Dreamweaver check-in/check-out for page updates.
- Operational analytics: Track and evaluate site “hits” and time spent on the site over time; update content, design, and navigation as needed based on this evaluation.
- Modularity/complexity limitations: [N/A]
- Interface standards beyond the above: [N/A]

### Portability
- Browser compatibility: The site shall work and be tested against Internet Explorer, Firefox, and Netscape.
- Percentage of elements with host-dependent code: [N/A]
- Percentage of code that is host dependent: [N/A]
- Use of a proven portable language or specific compiler/language subset: [N/A]
- Use of a particular operating system: [N/A]

## 3.8 Supporting information

The following items provide contextual information for readers. Unless a point is explicitly restated as a requirement elsewhere in this SRS (for example, in Sections 3.x or 5.x) or in the Verification section, these items are not binding requirements.

- a) Sample inputs/outputs, cost analysis, and user surveys
  - Sample input/output formats: [N/A]
  - Cost analysis studies: [N/A]
  - Results of user surveys and interviews with Oregon high school students:
    - Need to update overall graphic design; reduce “walls of text”; break content into shorter, readable chunks.
    - Prefer more white space, color, photos, diagrams, charts; easier navigation; positive feedback on spinning globe and satellite menu.
    - Students not already interested in CS found the site had little to offer them; requested a site that “spoke to them.”
    - Students interested in CS/engineering focused on Real People, Resources, and Colleges; attracted by pictures and the structured sections in each person’s story.
    - College comparison chart received positive feedback.
    - Suggested design changes: shorter paragraphs, more bullets and charts; consider interactive elements as seen on engineergirl.org.

- b) Supporting/background information
  - Purpose and goal: attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science at Oregon University System campuses; ultimately increase the number of CS graduates from Oregon universities.
  - Target audiences:
    - Students already interested in CS seeking in-depth information.
    - College-bound students not necessarily interested in CS who might be persuaded with the right information.
    - Students in diverse fields (e.g., medicine, law, science) who may benefit from a CS minor.
  - Existing site sections: Exploring College; Jobs & Money; Real People; Women in Computing; Resources; I’m Looking For…; Articles.
  - Proposed additions: High School Courses; Search (internal and external); Professional Organizations; RSS feeds; Ask a Grad or Prof – FAQ; Consider a CS Minor; other ideas.
  - Hosting/domain context: runs as an extension of the OUS site (e.g., getreal.ous.edu) on OSU servers to maximize search engine visibility.
  - External exemplars/resources: UW CS “Real People” videos; engineergirl.org; WICS UO and other women-in-CS resources.
  - Process notes: adhere to Dreamweaver check-in/out; follow established CSS/style conventions from version 1.

- c) Problems to be solved by the software
  - Engage and retain attention of high school students with a teen-friendly, visually appealing, and easy-to-navigate site.
  - Provide sufficient depth on CS careers, including:
    - Real People profiles (recent grads and experienced professionals), including women in CS.
    - Clear information on jobs, salaries, and societal impact.
    - College program information (including comparison details).
    - Guidance on high school coursework relevant to CS.
    - Consideration of a CS minor for non-CS career paths.
  - Enable quick access to information via internal site search and curated external search.
  - Offer timely, up-to-date content (e.g., RSS-fed articles, FAQs, blog) to encourage return visits.
  - Support evaluation of usage (e.g., tracking “hits” and time spent) to inform content, design, and navigation changes over time.
  - Deliver acceptable performance and responsiveness consistent with OUS site standards.

- d) Special packaging instructions (code/media for security, export, initial loading, etc.)
  - [N/A]

The items above are provided for context and guidance and are not themselves requirements unless explicitly captured elsewhere in this SRS.

## 4.1 Functions

This section defines the planned verification approaches and methods for qualifying the functional requirements described in Requirements 3.1 (Get Real Pages & Sections). All functional verification will be executed on the supported browsers stated in the SRS (Internet Explorer, Firefox, Netscape).

- Static informational pages and listings
  - Scope: Exploring College; Jobs & Money; Real People (profile content); Women in Computer Science; Resources; I’m Looking For...; Articles; High School Courses; Professional Organizations; Consider a CS Minor.
  - a) Input validity checks
    - Planned verification: Access each page from primary navigation and deep links; verify that content renders with no client-side input required.
    - Expected behavior: [N/A]
  - b) Exact sequence of operations
    - Planned verification: From the landing page, select each section via the site navigation; confirm the target page loads and section-specific links are reachable in one or more clicks as implied by the site structure.
    - Expected behavior: Each listed section is reachable and displays its described content (e.g., listings of OUS CS offerings, articles, organizations).
  - c) Responses to abnormal situations
    - Overflow: [N/A]
    - Communication facilities: Attempt to follow external links when offline or when targets are unavailable; observe resulting behavior.
      - Expected behavior: [N/A]
    - Hardware faults and failures: [N/A]
    - Error handling and recovery: Navigate to a non-existent local URL within the site; observe result.
      - Expected behavior: [N/A]
  - d) Effect of parameters
    - Planned verification: Vary URL query parameters (if any) when accessing these static pages to detect unintended behavior.
    - Expected behavior: [N/A]
  - e) Relationship of outputs to inputs
    - Input/output sequences: Click navigation item → page loads → in-page links navigate to described subsections or external resources.
    - Formulas for input to output conversion: [N/A]
    - Planned verification: Manual content review to confirm page outputs match the section descriptions in 3.1 (e.g., “A listing of the computer science offerings from Oregon University System campuses” for Exploring College).

- Media playback in Real People
  - a) Input validity checks
    - Planned verification: Play embedded video/audio assets; test play, pause, seek; verify media loads without user-supplied data.
    - Expected behavior: [N/A]
  - b) Exact sequence of operations
    - Planned verification: Open profile → start media → interact with controls → return to profile.
    - Expected behavior: Media plays within the profile context.
  - c) Responses to abnormal situations
    - Overflow: [N/A]
    - Communication facilities: Disconnect network during playback; observe buffering/failure behavior.
      - Expected behavior: [N/A]
    - Hardware faults and failures: [N/A]
    - Error handling and recovery: Attempt to load an unavailable media asset.
      - Expected behavior: [N/A]
  - d) Effect of parameters
    - Planned verification: Vary media bitrate or source URL if configurable.
    - Expected behavior: [N/A]
  - e) Relationship of outputs to inputs
    - Input/output sequences: Click profile media → media player renders content.
    - Formulas for input to output conversion: [N/A]

- Search for additional information (internal and external)
  - a) Input validity checks
    - Planned verification: Submit typical queries, empty query, very long query, queries with special characters; verify handling.
    - Expected behavior: [N/A]
  - b) Exact sequence of operations
    - Planned verification: Enter query → submit → results page shows internal results; repeat for external search to CS-related sites.
    - Expected behavior: Internal search returns results from the Get Real site; external search returns results from CS-related outside sites.
  - c) Responses to abnormal situations
    - Overflow: Submit queries expected to return many results; observe pagination or truncation.
      - Expected behavior: [N/A]
    - Communication facilities: Disable network during search; observe failure messaging.
      - Expected behavior: [N/A]
    - Hardware faults and failures: [N/A]
    - Error handling and recovery: Submit malformed input; observe error handling.
      - Expected behavior: [N/A]
  - d) Effect of parameters
    - Planned verification: Vary search options (internal vs. external), filters (if any), and query strings; compare result scope.
    - Expected behavior: [N/A]
  - e) Relationship of outputs to inputs
    - Input/output sequences: Query text → results ordered and scoped per search type.
    - Formulas for input to output conversion: [N/A]

- RSS feeds of current CS information
  - a) Input validity checks
    - Planned verification: Validate RSS/Atom feed URLs configured for the site; check well-formedness.
    - Expected behavior: [N/A]
  - b) Exact sequence of operations
    - Planned verification: Configure feed → trigger refresh/update → verify items render on the site and can be subscribed to.
    - Expected behavior: Selected articles appear for site visitors and subscribers.
  - c) Responses to abnormal situations
    - Overflow: Feed with large number of items.
      - Expected behavior: [N/A]
    - Communication facilities: Feed source unreachable; observe fallback behavior.
      - Expected behavior: [N/A]
    - Hardware faults and failures: [N/A]
    - Error handling and recovery: Invalid or malformed feed.
      - Expected behavior: [N/A]
  - d) Effect of parameters
    - Planned verification: Change feed URL, refresh interval, and item limits (if available); verify displayed items change accordingly.
    - Expected behavior: [N/A]
  - e) Relationship of outputs to inputs
    - Input/output sequences: Feed URL(s) → parsed items displayed and offered via RSS.
    - Formulas for input to output conversion: [N/A]

- Ask a Grad or Prof – FAQ
  - a) Input validity checks
    - Planned verification: Submit questions with typical text, empty input, very long input, and special characters; verify acceptance or rejection.
    - Expected behavior: [N/A]
  - b) Exact sequence of operations
    - Planned verification: Submit question → receive response from OUS → answer posted to FAQ.
    - Expected behavior: Questions receive responses that are published in the FAQ.
  - c) Responses to abnormal situations
    - Overflow: High submission volume.
      - Expected behavior: [N/A]
    - Communication facilities: Network interruption during submission.
      - Expected behavior: [N/A]
    - Hardware faults and failures: [N/A]
    - Error handling and recovery: Invalid submission; duplicate question.
      - Expected behavior: [N/A]
  - d) Effect of parameters
    - Planned verification: Vary categories/tags (if any) and anonymity flags (if any) on submissions.
    - Expected behavior: [N/A]
  - e) Relationship of outputs to inputs
    - Input/output sequences: Question submitted → answer published and visible in FAQ; related questions linked.
    - Formulas for input to output conversion: [N/A]

Cross-cutting verification methods for all functions
- Link integrity: Automated and manual checks of all internal and external links listed in each section (including colleges, organizations, articles).
- Cross-browser rendering: Execute all tests on Internet Explorer, Firefox, and Netscape as specified.
- Content conformance: Expert review to confirm each section provides the content described in 3.1 (e.g., OUS college offerings, CS career information, women in CS resources).
- Accessibility fallbacks for media: Attempt access without media support and with limited bandwidth; observe presented alternatives.
  - Expected behavior: [N/A]

## 4.2 Performance requirements

The following verification approaches and methods will be used to qualify the software against its performance requirements. Where the original SRS did not define measurable numerical limits, [N/A] is indicated.

- Static capacity
  - Number of terminals to be supported: [N/A]
  - Number of simultaneous users to be supported: [N/A]
  - Amount and type of information to be handled (e.g., data volume, media types): [N/A]

- Dynamic performance
  - Page/feature response time (site hosted on OSU servers; “adequate response time,” comparable to the current OUS site)
    - Verification methods:
      - Benchmark representative pages and key user flows (home, navigation to main sections, article open, “Real People” profiles) under normal and peak traffic using synthetic and manual tests.
      - Perform comparative timing against the OUS site (www.ous.edu) as a baseline reference.
      - Cross-browser timing measurements on the supported browsers (IE, Firefox, Netscape).
    - Pass/fail criteria:
      - Response times are comparable to or better than the OUS site under equivalent conditions. Specific numerical thresholds: [N/A].
  - Video/audio streaming performance (subject to bandwidth constraints)
    - Verification methods:
      - Stream representative media assets from the production hosting environment; record start-up delay and buffering events during normal and peak conditions.
      - Vary client network conditions to reflect typical Oregon high school access where feasible. Numerical network profiles: [N/A].
    - Pass/fail criteria:
      - Continuous playback with acceptable start-up and minimal buffering consistent with hosting bandwidth constraints. Numerical thresholds: [N/A].
  - Search performance (internal and external searches)
    - Verification methods:
      - Measure time to first result and time to render result sets for internal site search and configured external searches.
    - Pass/fail criteria:
      - Search completes within acceptable time for typical queries. Numerical thresholds: [N/A].
  - RSS feed refresh and delivery
    - Verification methods:
      - Measure latency from content selection/update to availability to subscribers on the site.
    - Pass/fail criteria:
      - Updates become available in a timely manner consistent with editorial workflow. Numerical thresholds: [N/A].

- Monitoring and evaluation enablement
  - Hit and dwell-time tracking (to support ongoing evaluation of performance and user engagement)
    - Verification methods:
      - Confirm analytics/tracking is implemented to capture page views, unique visitors, and time-on-page for student-focused content.
      - Validate that reports can be produced for the required metrics over time.
    - Pass/fail criteria:
      - Required metrics are captured and reportable. Numerical targets for metrics: [N/A].

## 4.3 Usability requirements

This section defines how the usability requirements will be verified. Verification activities are organized to parallel the usability intents stated in the SRS (teen-friendly design, ease of navigation, clear/concise content, visual appeal, consistency with OUS/Get Real v1 conventions, search usability, cross-browser support, content timeliness, and ongoing evaluation).

- Effectiveness (users can achieve key goals)
  - Method: Task-based usability testing with Oregon high school students representing both primary user groups (students already interested in CS; college-bound students not yet interested in CS).
  - Representative tasks:
    - Find the “Exploring College” section and locate CS offerings and the college comparison chart.
    - Find salary and contribution-to-society information in “Jobs & Money.”
    - Find and play a “Real People” profile and identify the person’s field.
    - Locate information for women in computing.
    - Use “I’m Looking For…” to answer a focused question.
    - Find “High School Courses” recommendations.
    - Submit or find answers in “Ask a Grad or Prof – FAQ.”
    - Use “Search” to find information both within the site and externally (e.g., OUS campuses, articles).
    - Locate information about “Consider a CS Minor.”
  - Evidence: Task success/failure records, user error notes, paths taken. Acceptance thresholds: [N/A].

- Efficiency (ease and speed of use for short attention spans)
  - Method: Measure time-on-task and number of clicks for the representative tasks above; capture search refinements needed; observe scrolling and backtracking.
  - Content efficiency checks: Expert review to confirm content is broken into readable chunks, paragraphs are short, and bullets/charts are used where appropriate to avoid “walls of text.”
  - Evidence: Time and interaction logs, observation notes, annotated screenshots highlighting chunking/bullets/charts. Acceptance thresholds: [N/A].

- Satisfaction (teen-friendly, visually engaging, “speaks to” students)
  - Method: Post-test survey of participants focusing on perceived teen-friendliness, visual appeal, ease of navigation, and likelihood to return; brief interviews to capture qualitative feedback on color, photos, diagrams, charts, and overall look-and-feel.
  - Evidence: Survey results, interview summaries, prioritized list of design issues. Acceptance thresholds: [N/A].

- Search usability (internal and external search)
  - Method: Scenario-based tests requiring users to use both internal site search and configured external search; capture whether first-page results are relevant and whether users can refine queries effectively.
  - Evidence: Query logs, relevance judgments for top results, success rates for search tasks. Acceptance thresholds: [N/A].

- Consistency with OUS/Get Real conventions
  - Method: Expert heuristic evaluation and style conformance review against OUS site conventions and Get Real version 1 CSS/style practices referenced in the SRS.
  - Evidence: Completed heuristic checklist, conformance report noting any deviations and resolutions. Acceptance thresholds: [N/A].

- Cross-browser usability
  - Method: Functional and visual checks on the targeted browsers listed in the SRS (IE, Firefox, Netscape) to confirm layout integrity, navigation behavior, media playback (e.g., “Real People” videos/audio), and interactive elements.
  - Evidence: Browser compatibility report with screenshots and issue log per browser. Acceptance thresholds: [N/A].

- Content timeliness and relevance
  - Method: Content audit to confirm presence and visibility of timely items (e.g., Articles, RSS feeds, FAQ updates) and that links to external resources (e.g., OUS campuses, ACM/IEEE) are active.
  - Evidence: Dated content inventory, link check results, demonstration that RSS items display on the site. Update frequency thresholds: [N/A].

- Ongoing evaluation and iteration (hits and time spent)
  - Method: Verify analytics is installed and configured to report hits and time-on-site for student-focused pages; conduct a baseline collection period and document how findings inform content/design/navigation changes.
  - Evidence: Analytics configuration and sample reports, change log showing decisions informed by analytics. Target metrics: [N/A].

- Avoidance of harm
  - [N/A]

## 4.5 Logical database requirements

Based on the original SRS, no logical database requirements are defined. Therefore, verification activities for the following items are [N/A]:

- 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

This section defines how compliance with each design constraint will be verified.

- Constraint: The site runs as an extension of the OUS domain (e.g., getreal.ous.edu) on OSU servers.
  - Verification method: Deployment environment audit (confirm production URL, DNS records, hosting documentation indicating OSU servers). Link and navigation checks to ensure integration with the parent OUS site.

- Constraint: Adherence to OUS site web design conventions and to CSS/style conventions established in Get Real version 1.
  - Verification method: Expert UI/UX review against OUS site conventions and Get Real v1 CSS; static site crawl to confirm common CSS is applied across pages; sampled page-by-page checklist sign-off by designated reviewer.

- Constraint: Use Dreamweaver local site files and check-in/check-out feature; caution about concurrent edits.
  - Verification method: Process compliance audit (review Dreamweaver check-in/out logs or equivalent change records); spot-check of contributor procedures; confirmation that only checked-out files are modified.

- Constraint: Space and bandwidth limitations for the website and for video streaming.
  - Verification method: Pre-release artifact size inventory (pages, images, audio/video) compared to hosting quotas [N/A: specific storage/bandwidth thresholds not provided]; streaming playback tests under representative network conditions; monitoring plan established to track utilization.

- Constraint: Limited availability of Chancellor’s Office resources (impacts ongoing content curation, e.g., RSS feed editing hours).
  - Verification method: Maintenance plan review and stakeholder approval that operational tasks fit within available staffing/time budgets [N/A: specific weekly hour limits not provided].

- Constraint: Security measures, including copyright, must be the same as the OUS site.
  - Verification method: Security/compliance checklist review by OUS site administrators; confirmation of copyright notices and stated policies matching OUS site; basic security scan with remediation tracking. [N/A: specific OUS security standards/policies not referenced.]

- Constraint: The site should work and be tested against Internet Explorer, Firefox, and Netscape.
  - Verification method: Cross-browser compatibility testing on the named browsers (functional and visual); defect tracking and resolution until no high-severity issues remain. [N/A: specific browser versions not provided.]

## 4.7 Software system attributes

The following verification approaches will be used to qualify the software system attributes, aligned with the attributes implied or stated in the requirements.

- Reliability
  - [N/A]

- Availability
  - [N/A]

- Security
  - Policy conformance review: Verify that copyright and other security measures are the same as those used on the OUS site by conducting a documented comparison and obtaining approval from the OUS web/security governance authority.
  - Hosting/domain verification: Confirm the site is hosted under the OUS domain and on OSU servers as stated (DNS and hosting records review).
  - Change control usage: Verify use of Dreamweaver check-in/check-out for page modifications (process audit and spot checks of edit history) to mitigate unauthorized changes.

- Maintainability
  - Style/convention compliance review: Perform static inspections of HTML/CSS and page templates to confirm adherence to Get Real version 1 CSS and style conventions and consistency with OUS site standards.
  - Content structure checks: Review representative pages to confirm application of shorter paragraphs, bullets, and charts where appropriate to support ease of updates and consistent formatting as directed.
  - Analytics capability verification: Demonstrate that site analytics are enabled to track hits and time-on-site, and that reports can be generated to inform content, design, and navigation updates.

- Portability
  - Cross-browser compatibility testing: Execute a test suite across Internet Explorer, Firefox, and Netscape, recording pass/fail outcomes for representative pages and key interactions; all critical pages must render and function correctly in these browsers.

## 5.1 Assumptions and dependencies

- Hosting and domain integration: The site operates as part of the OUS domain (getreal.ous.edu) and runs on OSU servers. Changes to hosting or domain arrangements could affect availability, search visibility, and related requirements.
- Compliance with OUS policies and conventions: Security, copyright, and web design conventions are aligned with the OUS site. Updates to OUS policies or standards could necessitate changes to security and UI/UX requirements.
- Supported browsers: The site is intended to work and be tested with IE, Firefox, and Netscape. A change in the target browser set could alter UI and compatibility requirements.
- Search capability: Internal and external search are expected to use third-party tools (e.g., Google). Availability or policy changes affecting these tools could impact search-related requirements.
- RSS content source and staffing: RSS features depend on the Chancellor’s Office daily communications distribution and ongoing editorial time to prepare links. Changes in feed availability or staffing capacity could affect the RSS feature requirements.
- External content availability: Several sections (e.g., Professional Organizations, Articles, Exploring College, Resources) depend on up-to-date external links and information from OUS campuses and outside organizations. Link or content changes may affect navigation and content requirements.
- High School Courses content: This section relies on curricula recommendations from OUS campuses and other sources (e.g., ACM). Availability and currency of these inputs affect the content requirements for this section.
- Ask a Grad or Prof – FAQ: This feature depends on timely participation from OUS personnel to provide answers and moderation. Changes in availability or process could affect response time and content requirements.
- Analytics capability: The requirement to track hits and time-on-site assumes availability of an analytics solution compatible with the hosting environment. Changes in tool availability or policy could affect measurement and reporting requirements.
- Target audience: The site’s requirements assume a primary audience of Oregon high school students (grades 9–12). A shift in audience demographics could change content depth, navigation, and messaging requirements.

## 5.2 Acronyms and abbreviations

The following acronyms and abbreviations are used in this document. Where the original SRS did not provide a definition, [N/A] is shown.

- 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]
- OSU — [N/A]
- OUS — Oregon University System
- Q & A / Q and A — Questions and Answers
- RSS — [N/A]
- SIGGRAPH — [N/A]
- SRS — [N/A]
- UO — [N/A]
- UW — [N/A]
- URLs — [N/A]
- WICS — [N/A]