# 1 Introduction
[NULL]

## 1.1 Purpose
Specify the requirements for the Get Real website revision 2 (Rev2) at getreal.ous.edu and associated support pages. The site’s purpose is to attract and encourage Oregon high school students to pursue coursework leading toward a baccalaureate degree in computer science (CS) at Oregon University System (OUS) campuses.

## 1.2 Scope
- Product name: Get Real website, Rev2 (successor to Rev1 from summer 2006).
- What the product will do:
  - Provide teen-friendly, easy-to-navigate pages that present engaging, credible information about CS careers, education pathways, and resources.
  - Offer content areas including college exploration, jobs and salaries, real-people profiles (including women in computing), resources, articles, Q&A/FAQ, and search.
  - Encourage repeat visits with timely, up-to-date content and calls to action.
- Application, benefits, objectives, goals:
  - Serve Oregon high school students (grades 9–12), including:
    - Students already interested in CS seeking more in-depth information.
    - College-bound students not yet interested in CS who may be attracted with the right “push.”
    - Students in diverse fields (e.g., medicine, law, sciences) who might benefit from a CS minor.
  - Goal: Increase the number of Oregon students choosing CS and related majors, ultimately increasing CS graduates from Oregon universities.
  - Benefits: Personal and career information from a broad spectrum of CS professionals; campus CS information; timely updates and Q&A; actionable guidance on preparing for a CS career.

## 1.3 Product overview
[NULL]

### 1.3.1 Product perspective
- Relationship to other products and environment
  - Rev2 is an update to the existing Get Real website (Rev1); a future Rev3 may incorporate lessons learned from Rev2.
  - The site runs as part of the OUS domain (e.g., getreal.ous.edu) and is hosted on OSU servers to maximize search engine visibility.

- System interfaces
  - OUS parent site/domain integration (hosting under OUS domain).
  - Search engines for external CS-related searches (e.g., use of Google-provided tools).
  - Chancellor’s Office daily communications distribution for RSS content to site subscribers.
  - [N/A] for other system interfaces.

- User interfaces
  - Cross-browser support and testing: Internet Explorer, Firefox, and Netscape.
  - Teen-friendly presentation emphasizing:
    - Easy navigation and readable chunks of information.
    - Short paragraphs, bullets, charts, and visuals to avoid “walls of text.”
    - Effective use of white space, color, photos, diagrams, and charts.
    - Consistency with OUS site standards and conventions.

- Hardware interfaces
  - No special hardware interface requirements.

- Software interfaces
  - [N/A]

- Communications interfaces
  - No special communication interface requirements.

- Memory constraints
  - [N/A]

- Operations
  - Regular editorial updates to keep content timely and encourage return visits.
  - RSS feed content requires ongoing web design/editorial time for link maintenance to the Chancellor’s Office feed (effort unspecified).
  - [N/A] for backup and recovery operations.

- Site adaptation requirements
  - [N/A]

- Interfaces with services
  - Use of search engine tools (e.g., Google) for internal and external search.
  - RSS feed distribution from the Chancellor’s Office daily communications.

### 1.3.2 Product functions
- Exploring College: Present computer science program offerings from OUS campuses and other Oregon colleges, including comparison information.
- Jobs & Money: Present how CS contributes to society and associated salary information.
- Real People: Profile recent graduates and experienced professionals in CS and related careers; showcase diversity of applications; support video/audio to convey personal messages.
- Women in Computing: Profile women in CS/engineering and their broader lives; link to youth-oriented engineering sites and resources for contacting women CS professionals.
- Resources: Present pre-college technology programs and high school courses for students.
- I’m Looking For…: Provide focused questions and answers with links into the site (topics: money, people, colleges).
- Articles: Curate links to external articles (e.g., “50 Best Jobs in America,” “Dream Jobs 2007”).
- High School Courses: Recommend curricula and link to campus/university sources (e.g., ACM high school CS recommendations; UO work in progress).
- Search for Additional Information: Provide internal site search and external search of CS-related sites (e.g., OUS campuses, CS articles).
- Professional Organizations: Link to ACM, IEEE, SIGGRAPH, and their student sections.
- RSS Feeds: Offer selected current CS-related items from the Chancellor’s Office daily communications via RSS to site subscribers.
- Ask a Grad or Prof – FAQ: Provide a Q&A channel with fast feedback from OUS; publish answers in an FAQ; optionally support a blog on CS careers.
- Consider a CS Minor: Provide information on the value of a CS minor for other professions; reference diverse CS pathways content.
- Other new page ideas: [N/A]

### 1.3.3 User characteristics
- Primary users: Oregon high school students in grades 9–12 across all high schools.
- Audience segments:
  - Students interested in CS seeking concise, in-depth career information.
  - College-bound students not initially interested in CS who may be attracted by approachable content.
  - Students in other domains (e.g., protein research, weather prediction, neurobotics, medicine, law) who may benefit from a CS minor.
- Observed preferences and feedback from student interviews (Rev1):
  - Non-CS-inclined students desire teen-friendly design, more white space, pictures, easier navigation; strong aversion to long text blocks.
  - Both groups appreciate visual elements; the spinning globe and satellite menu were positively noted.
  - CS-inclined students value real-people profiles and college comparison information; pictures draw attention; profile structure is appreciated.
  - General recommendation: Shorten paragraphs, add bullets/charts, and provide interactive summaries with deeper drill-down (e.g., interactive menus/tables as seen on engineergirl.org).

### 1.3.4 Limitations
- Regulatory requirements and policies: Follow OUS policies (e.g., copyright).
- Hardware limitations: [N/A]
- Interfaces to other applications: [N/A beyond search tools and RSS noted above]
- Parallel operation: [N/A]
- Audit/control functions: [N/A]
- Language/protocol requirements: [N/A]
- Quality and criticality: Emphasis on responsiveness and usability to retain teen users.
- Safety and security: Same measures as OUS site.
- Physical/mental considerations: Design for short attention spans; avoid long, dense text.
- Other constraints:
  - Space limitations and bandwidth for video streaming.
  - Limited availability of Chancellor’s Office resources.
  - Hosted under OUS domain on OSU servers.

## 1.4 Definitions
[N/A]

# 2 References
- Compliance
  - [N/A]
- Guidance
  - Local site files for Dreamweaver: ~cn-capctr/share/Get_Real_website/~ (use check in/out; be cautious of concurrent modifications).
  - Style conventions: Adhere to CSS and other style conventions established in Get Real Rev1; be consistent with OUS site conventions.
  - UW CS video profiles: http://www.cs.washington.edu/education/ugrad/prospective/download.html
  - EngineerGirl (example youth-oriented site): http://www.engineergirl.org
  - WICS UO: http://www.cs.uoregon.edu/groups/wics/
  - Women in computer architecture resources: http://www.cis.upenn.edu/acg/wicarch.html
  - Prototype index with search engine examples: getreal.ous.edu/protoindex.html

# 3 Requirements
[NULL]

## 3.1 Functions
- Content areas
  - Exploring College: Present CS offerings from OUS campuses and other Oregon colleges; include comparison information.
  - Jobs & Money: Present societal impact and earnings information for CS careers.
  - Real People: Present profiles of recent grads and experienced professionals; support embedded video/audio; highlight diverse, non-cubicle career paths.
  - Women in Computing: Present women’s profiles; link to external women-in-engineering resources; consider contact resources for recent grads/women professionals.
  - Resources: Present pre-college technology programs and HS courses.
  - I’m Looking For…: Provide Q&A-style entry points with links to site content (money, people, colleges).
  - Articles: Curate relevant external articles; maintain links.
  - High School Courses: Present recommended HS curricula; link to campus/university/ACM recommendations; include UO materials when available.
  - Professional Organizations: List and link to ACM, IEEE, SIGGRAPH and student sections.
  - Consider a CS Minor: Present value propositions and examples for pairing CS with other disciplines.

- Search
  - Provide internal site search across Get Real content.
  - Provide external search for CS-related content (e.g., OUS campuses, CS articles) using available search tools (e.g., Google).

- Feeds and updates
  - Provide RSS feeds to users with selected items from the Chancellor’s Office daily communications.
  - Maintain feed links/URLs on an ongoing basis.

- Ask a Grad or Prof – FAQ
  - Accept student questions directed to OUS representatives (grads/profs).
  - Publish answers in an FAQ accessible to all users.
  - Optionally support a blog-format presentation for CS career discussions.

- Analytics
  - Track and evaluate site hits and time-on-site over time.
  - Use analytics results to inform content, design, and navigation changes.

- 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
- Host the site on servers providing adequate response time comparable to the current OUS site (www.ous.edu).
- Consider bandwidth implications for video/audio streaming to ensure acceptable playback for high school users.
- Numeric capacity targets (e.g., concurrent users, response time thresholds, throughput): [N/A]

## 3.3 Usability requirements
- Use teen-friendly design with:
  - Short, scannable content (bullets, charts, visuals), avoidance of “walls of text.”
  - Clear navigation and information architecture with chunked content and drill-down options.
  - Effective use of white space, color, photos, diagrams, and charts to enhance engagement.
- Maintain consistency with OUS site design conventions.
- Ensure cross-browser usability on IE, Firefox, and Netscape.
- Provide timely, up-to-date content to encourage repeat visits; include calls to action and planning guidance.

## 3.5 Logical database requirements
[N/A]

## 3.6 Design constraints
- Hosting and domain: Runs under the OUS domain (getreal.ous.edu) on OSU servers.
- Web standards: Adhere to CSS and style conventions from Get Real Rev1 and OUS site.
- Tools/process: Use Dreamweaver check in/out; avoid concurrent edits without coordination.
- Resource constraints: Limited Chancellor’s Office resources; space and bandwidth limitations (esp. for video streaming).
- Browser constraints: Support and test on IE, Firefox, and Netscape.

## 3.7 Software system attributes
- Security
  - Apply copyright and other security measures consistent with the OUS site.
- Maintainability
  - Align with existing OUS/Rev1 conventions to simplify maintenance and updates.
- Availability
  - [N/A]
- Reliability
  - [N/A]
- Portability
  - Cross-browser compatibility (IE, Firefox, Netscape) required.
- Other attributes (e.g., interoperability, robustness, testability)
  - [N/A]

## 3.8 Supporting information
- User research insights (Rev1 feedback):
  - Non-CS students: prefer more visuals, white space, shorter content, easier navigation; site should “speak to them.”
  - CS-inclined students: value real-people profiles with pictures and college comparison information.
- Related sites used by students for career info: Google, Yahoo, news.myspace.com, engineergirl.org.
- Future evolution:
  - Rev3 may be needed to incorporate lessons from Rev2.
  - Knowledge base (suggested for Rev3): [N/A]
- Analysis models and issues list: [N/A]

# 4 Verification
[NULL]

## 4.1 Functions
- Content areas: Verify presence and correctness of each required section/page; perform content review and link validation.
- Search: Test internal search returns relevant site content; test external search returns relevant CS resources; verify search tools integration.
- Feeds: Verify RSS subscription and delivery of items from the Chancellor’s Office feed; verify that feed links/URLs are current.
- Real People media: Validate video/audio playback on supported browsers; confirm accessibility of media content within page layouts.
- Ask a Grad or Prof – FAQ: Verify that questions can be submitted and answers published to the FAQ; verify content visibility and navigation.
- Analytics: Verify collection of hits and time-on-site metrics and availability for evaluation.
- Input validation, error handling, sequences, and conversions: [N/A]

## 4.2 Performance requirements
- Validate page response times are comparable to the current OUS site on typical school networks.
- Validate acceptable playback performance for embedded video/audio under expected bandwidth conditions.
- Numeric performance verification criteria: [N/A]

## 4.3 Usability requirements
- Cross-browser testing on IE, Firefox, and Netscape for layout, navigation, and media playback.
- Expert heuristic review for teen-friendly design (readability, white space, visual balance, scannability).
- User feedback sessions with representative high school students (if available) to confirm improvements over Rev1.
- Quantitative usability targets: [N/A]

## 4.5 Logical database requirements
[N/A]

## 4.6 Design constraints
- Audit for adherence to OUS/Rev1 CSS and style conventions.
- Confirm hosting under OUS domain on OSU servers.
- Process audit: Confirm Dreamweaver check in/out practices are used to manage page edits.

## 4.7 Software system attributes
- Security: Confirm site policies and copyright practices match OUS site standards.
- Maintainability: Review code/content structure for consistency with OUS conventions to facilitate updates.
- Availability/Reliability/Portability and other attributes: [N/A]

# 5 Appendices
[NULL]

## 5.1 Assumptions and dependencies
- No development assumptions or dependencies are stated in the original SRS.

## 5.2 Acronyms and abbreviations
- CS: Computer Science
- OUS: Oregon University System
- HS: High School
