# 1 Introduction
[NULL]

## 1.1 Purpose
This SRS specifies the requirements for the Get Real website (http://getreal.ous.edu) and associated support pages. It covers Revision 2 (Rev2), targeted for summer 2007, as an update to Revision 1 (Rev1, circa summer 2006).

## 1.2 Scope
- Product name: Get Real website (http://getreal.ous.edu) and associated support pages.
- What the product will do:
  - Provide teen-friendly web pages that are easy to navigate and present sufficient depth of information about careers in computer science (CS).
  - Offer content areas including exploring colleges, jobs and salaries, real people profiles, women in computing, resources, focused Q&A, and articles.
  - Introduce new capabilities such as high school course guidance, internal and external search, listings of professional organizations, RSS-fed current CS information, Ask a Grad/Prof (FAQ), and guidance on considering a CS minor.
- Application, benefits, objectives, and goals:
  - Target Oregon high school students (grades 9–12), both those already interested in CS and those who may be attracted with the right “push.”
  - Encourage more Oregon students to choose CS and related majors, with the long-term goal of increasing the number of CS graduates from Oregon universities.
  - Maintain a teen-friendly experience to hold attention and guide decisions toward pursuing CS.
- Consistency:
  - Remains aligned with Oregon University System (OUS) site conventions used in Rev1.

## 1.3 Product overview
[NULL]

### 1.3.1 Product perspective
- Relationship to other systems:
  - Rev2 is an update of the existing Get Real website (Rev1); a future Rev3 may incorporate lessons learned from Rev2.
  - Operates as an extension of the OUS site (getreal.ous.edu) and runs on OSU servers; being within the OUS domain is intended to maximize search engine hits.

- System interfaces
  - OUS main site/domain presence (getreal.ous.edu).
  - Chancellor’s Office daily communications distribution for RSS content.
  - External informational resources (e.g., OUS campus sites, professional organizations, external articles and videos).
  - [N/A for formal interface specifications]

- User interfaces
  - Should work and be tested against IE, Firefox, and Netscape.
  - Teen-friendly design emphasizing easy navigation, more white space, images, bullets, charts, and short, scannable content.

- Hardware interfaces
  - No special hardware interface requirements.

- Software interfaces
  - No special software interface requirements specified.
  - Use of Google-provided tools for internal and external search is anticipated (examples exist in prototype index page).
  - Development tools/process: use Dreamweaver with check in/out; adhere to CSS/style conventions from Rev1.

- Communications interfaces
  - No special communication interface requirements specified.

- Memory constraints
  - [N/A]

- Operations
  - Routine content updates.
  - RSS feed curation/editing of URLs from Chancellor’s Office daily communications (requires X hours/week; X not specified).

- Site adaptation requirements
  - Hosted under OUS domain to support discoverability (search engine hits).
  - Adhere to OUS site standards and established Rev1 CSS/style conventions.

- Interfaces with services
  - RSS feeds (from Chancellor’s Office communications distribution to Get Real subscribers).
  - Search services (internal and external search tools, e.g., Google-powered).

### 1.3.2 Product functions
- Present structured content areas:
  - Exploring College: listings of CS offerings from OUS campuses and other Oregon colleges; includes a college comparison chart.
  - Jobs & Money: addresses societal contribution and salary expectations with a CS degree.
  - Real People: profiles of recent graduates and experienced professionals, highlighting diverse applications of CS; may include audio/video elements.
  - Women in Computing: profiles and resources portraying women solving real-world problems; links to youth-oriented examples.
  - Resources: pre-college technology programs and courses for high school students.
  - I’m Looking For…: focused Q&A with internal links (e.g., money, people, colleges).
  - Articles: curated external articles (e.g., “50 best jobs in America,” “Dream Jobs 2007”).
- New capabilities (proposed):
  - High School Courses: recommended curricula for students interested in CS and related careers; pointers to OUS campus/university recommendations and ACM HS curricula.
  - Search: internal Get Real site search and external search for CS-related content (e.g., OUS campuses, articles).
  - Professional Organizations: links to ACM, IEEE, subgroups (e.g., SIGGRAPH) and student sections.
  - RSS Feeds: selected current CS information via RSS; curation effort required.
  - Ask a Grad or Prof – FAQ: rapid Q&A with posted answers; potential blog on CS careers.
  - Consider a CS Minor: guidance for students in other fields (medicine, law, business, sciences) on the value of a CS minor.
  - Other new page ideas [unspecified].

### 1.3.3 User characteristics
- Primary users: Oregon high school students, grades 9–12, across all high schools.
- User groups:
  - Students already interested in CS seeking more in-depth information.
  - College-bound students not necessarily interested in CS who might be attracted with compelling information and presentation.
  - Students in other disciplines (e.g., protein research, weather prediction, neurobotics, medicine, law) who may benefit from a CS minor.
- Observed preferences and feedback from student interviews:
  - Non-CS-inclined students: prefer more white space, pictures, easier navigation; low tolerance for “walls of text”; desire content that “speaks to them”; want visually attractive pages (color, photos, diagrams, charts).
  - CS/engineering-inclined students: focus on college comparison and real people sections; attracted by photos and structured story sections.
  - Positive reactions: spinning globe and satellite menu; college comparison chart.
  - Recommended design changes: shorter paragraphs, bullets, charts; optional interactive menus leading to detail; keep main pages short and to the point.

### 1.3.4 Limitations
- Regulatory/policy:
  - Copyright and security measures should be the same as the OUS site.
- Technical/operational:
  - Hosting on OSU servers.
  - Bandwidth considerations for video/audio streaming.
  - Space limitations.
- Resource:
  - Limited availability of Chancellor’s Office resources.
  - RSS curation requires ongoing weekly effort (hours not specified).
- Compatibility:
  - Support for IE, Firefox, and Netscape.
- Quality:
  - Adequate response time is essential due to short attention spans among high school students.

## 1.4 Definitions
- CS: Computer Science
- [N/A for additional definitions]

# 2 References
- Compliance
  - OUS site standards and conventions as used on the OUS site and Get Real Rev1. [N/A for formal citation details]

- Guidance
  - Dreamweaver local site files at Capital Center share for Get Real website; use check in/out; adhere to Rev1 CSS and style conventions. [N/A for exact citation details]
  - Get Real prototype index examples of search engines: getreal.ous.edu/protoindex.html
  - UW CSE video profiles (“Video Downloads Available” after navigation): http://www.cs.washington.edu/education/ugrad/prospective/download.html
  - EngineerGirl (youth-oriented site with strong use of white space): www.engineergirl.org
  - WICS UO: www.cs.uoregon.edu/groups/wics/
  - Women in computer architecture resource listing: www.cis.upenn.edu/acg/wicarch.html
  - Related sites visited by students for career information (examples): Google, Yahoo, news.myspace.com, engineergirl.org

# 3 Requirements
[NULL]

## 3.1 Functions
- Exploring College
  - Present listings of CS offerings from OUS campuses and other Oregon colleges.
  - Include or link to a college comparison chart.
  - [N/A for community/private college coverage specifics and data sourcing]

- Jobs & Money
  - Present information on societal impact and earning potential with a CS degree.

- Real People
  - Provide profiles of recent graduates and experienced professionals showing diverse CS applications beyond cubicles.
  - Support use of video and/or audio to convey personal messages.
  - Link to example video profiles (e.g., UW CS videos).
  - [N/A for media storage/streaming specifications]

- Women in Computing
  - Profile women in CS/engineering solving real-world problems; reflect involvement in community, family, sports, hobbies.
  - Link to external resources (e.g., EngineerGirl) and potential contact/resource lists.

- Resources
  - List pre-college technology programs and courses for high school students.

- I’m Looking For…
  - Provide focused questions and answers with internal links (e.g., money, people, colleges).

- Articles
  - Curate and link to external articles relevant to CS careers.

- High School Courses (new)
  - Present recommended HS curricula for CS-interested students.
  - Link to OUS campus recommendations and ACM HS CS curricula.
  - [N/A for campus-specific content beyond UO in-progress note]

- Search for additional information (new)
  - Provide internal site search for Get Real content.
  - Provide external search for CS-related content (e.g., OUS campuses, CS articles).
  - Utilize available tools (e.g., Google) for both internal and external search.

- Professional Organizations (new)
  - List and link to ACM, IEEE, and key subgroups (e.g., SIGGRAPH), with pointers to student sections.

- RSS feeds of current CS information (new)
  - Publish selected articles from Chancellor’s Office daily communications via RSS to Get Real subscribers.
  - Allocate weekly curation time (hours not specified).

- Ask a Grad or Prof – FAQ (new)
  - Accept questions and provide fast feedback from OUS; post answers in an FAQ for all readers.
  - Optionally host a grad/prof blog on CS careers.
  - [N/A for moderation, submission, and privacy details]

- Consider a CS Minor (new)
  - Provide guidance for students in other fields on the value of a CS minor.
  - Reference example content such as “Pathways in Computer Science.”

- Other new page ideas
  - [N/A]

- Required functional detail (per standard) not specified in the original
  - Input validity checks: [N/A]
  - Exact sequence of operations: [N/A]
  - Abnormal condition handling and recovery: [N/A]
  - Parameter effects: [N/A]
  - Input/output relationships and formulas: [N/A]

## 3.2 Performance requirements
- Host on a server that provides adequate response time comparable to the current OUS site (www.ous.edu).
- Bandwidth considerations for video streaming must be addressed.
- Quantified performance targets: [N/A]

## 3.3 Usability requirements
- Maintain a teen-friendly experience:
  - Easy navigation and scannable content.
  - Use more white space, pictures, diagrams, charts.
  - Short paragraphs with bullets; minimize “walls of text.”
  - Optionally use interactive menus to expose details while keeping main pages concise.
- Visual appeal suitable for high school students; retain positively received elements (e.g., spinning globe, satellite menu).
- Browser compatibility: site should work on IE, Firefox, and Netscape.

## 3.5 Logical database requirements
- [N/A]

## 3.6 Design constraints
- Hosting and domain:
  - Part of the OUS domain (getreal.ous.edu), hosted on OSU servers.
- Standards and conventions:
  - Adhere to CSS and style conventions established in Get Real Rev1 and consistent with OUS site conventions.
- Tools and process:
  - Use Dreamweaver with check in/out for page development; be cautious of concurrent modifications.
- Resource constraints:
  - Space limitations.
  - Bandwidth for video streaming.
  - Limited availability of Chancellor’s Office resources.

## 3.7 Software system attributes
- Security
  - Copyright and other security measures shall be the same as the OUS site.
- Availability and responsiveness
  - The site shall provide adequate response time suitable for high school students’ attention spans. [N/A for uptime targets]
- Maintainability
  - Content and navigation should be designed for ongoing updates; RSS curation requires weekly effort (hours not specified).
- Portability/compatibility
  - Support and test on IE, Firefox, and Netscape.
- Analytics/monitoring
  - Track and evaluate hits and time spent on the site over time; adjust content, design, and navigation based on evaluation.
- Additional attributes (reliability, robustness, testability, etc.)
  - [N/A for specific, quantitative, and verifiable targets]

## 3.8 Supporting information
- User research highlights
  - Interviews with Oregon high school students indicated:
    - Break content into readable chunks; emphasize visuals; simplify navigation.
    - CS-inclined users valued the college comparison and real people sections.
- Example external materials
  - UW CS videos (e.g., “a day in the life,” “power to change the world,” “Pathways in Computer Science”).
  - EngineerGirl as an example of youth-oriented presentation with strong white space usage.
- Packaging and special instructions
  - [N/A]

# 4 Verification
[NULL]

## 4.1 Functions
- Cross-browser testing shall be performed on IE, Firefox, and Netscape as stated in the requirements.
- [N/A for additional verification approaches tied to functional details not specified in the original]

## 4.2 Performance requirements
- [N/A]

## 4.3 Usability requirements
- [N/A]

## 4.5 Logical database requirements
- [N/A]

## 4.6 Design constraints
- Verify adherence to OUS/Rev1 style conventions and Dreamweaver check in/out process. [N/A for specific verification procedures]

## 4.7 Software system attributes
- [N/A]

# 5 Appendices
[NULL]

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

## 5.2 Acronyms and abbreviations
- [N/A]
