## 1.1 Purpose

Define the requirements for Rev2 (summer 2007) of the Get Real website (http://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 and related resources.

## 1.2 Scope

This SRS specifies the Get Real website, Rev2 (http://getreal.ous.edu), and its associated support pages and features that extend the existing Rev1 site. The product is a public-facing, teen-friendly informational website hosted under the Oregon University System (OUS) domain, intended as an update to Version 1 with potential for a future Rev3.

The product will:
- Present curated, easy-to-navigate information about computer science (CS) education and careers through updated and new sections, including:
  - Exploring College (CS offerings from OUS campuses and other Oregon colleges)
  - Jobs & Money (societal impact and compensation with a CS degree)
  - Real People (profiles of recent graduates and experienced professionals; may include video/audio)
  - Women in Computing (profiles and resources highlighting women in CS/engineering)
  - Resources (pre-college technology programs and courses)
  - I’m Looking For... (focused Q&A with internal links)
  - Articles (external articles relevant to CS careers)
  - High School Courses (recommended curricula and pointers to campus/ACM guidance)
  - Search (internal site search and external CS-related search integration)
  - Professional Organizations (e.g., ACM, IEEE, student sections)
  - RSS feeds (selected current CS information)
  - Ask a Grad or Prof – FAQ (Q&A with answers posted for all readers)
  - Consider a CS Minor (value of CS minors in diverse fields)
- Provide concise, visually engaging content (e.g., bullets, charts, photos) to reduce “walls of text” and improve readability for high school audiences.
- Offer internal and external search capabilities to help users find CS-related information on the site and across relevant external sources.
- Link to OUS campus information and student-oriented sections of professional organizations.
- Support timely updates (e.g., RSS-fed items and posted Q&A) to encourage return visits.
- Enable tracking and evaluation of site traffic (hits and time on site) to inform content, design, and navigation changes over time.

Application, benefits, objectives, and goals:
- Application: An OUS-affiliated outreach and information website targeting Oregon high school students (grades 9–12) statewide, including:
  - Students already interested in CS who seek in-depth information.
  - College-bound students not yet interested in CS who might be persuaded by relevant, engaging content.
  - Students in other fields (e.g., medicine, law, business, sciences) who could benefit from a CS minor.
- Benefits:
  - Access to personal and career stories from a broad spectrum of CS professionals.
  - Clear visibility into CS programs, courses, and opportunities at OUS campuses.
  - Timely, up-to-date information, including Q&A, that motivates return visits.
  - Concrete calls to action and planning guidance to prepare for a CS pathway.
- Objectives and goals:
  - Encourage more Oregon students to choose CS and related majors.
  - Increase the number of CS graduates from Oregon universities.
  - Maintain a teen-friendly, engaging experience that holds attention and guides users toward pursuing CS.

This scope is consistent with the project intent for Get Real Rev2 as an update to the existing site within the OUS domain and aligned with OUS web conventions.

### 1.3.1 Product perspective

The Get Real website (Rev2) is an update to the existing Get Real site (Rev1) and operates as a subsite within the Oregon University System (OUS) web presence under the OUS domain (e.g., getreal.ous.edu). It is hosted on Oregon State University (OSU) servers. As an element of the larger OUS web environment, the site inherits OUS security measures and user interface conventions and benefits from OUS domain search engine visibility. The site links to numerous external resources (e.g., OUS campus pages, professional organizations, articles) and is planned to provide curated RSS content sourced from the OUS Chancellor’s Office communications.

Major elements and interconnections:
- Users access the site via standard web browsers (IE, Firefox, Netscape).
- The site’s pages and features are served from OSU-hosted infrastructure under the OUS domain.
- The site links to external content (e.g., OUS campus information, ACM/IEEE, articles, videos).
- Proposed integrations include site search (internal and external) using Google tools and an RSS feed curated from OUS communications.

#### System interfaces
- OUS web presence (parent system)
  - Purpose: Host the Get Real subsite within the OUS domain to leverage branding, security, and search engine visibility.
  - Functionality supported: Delivery of teen-friendly CS career content; adherence to OUS UI/security conventions.
  - Interface description: DNS and hosting under getreal.ous.edu on OSU servers; compliance with OUS security and style conventions.
- OSU hosting infrastructure
  - Purpose: Serve web content for the site.
  - Functionality supported: Page rendering, media delivery (subject to bandwidth constraints).
  - Interface description: Standard web hosting; specific platform details not provided. [N/A for additional technical specifics]
- OUS Chancellor’s Office communications (for RSS curation)
  - Purpose: Source for curated content to publish to site RSS subscribers.
  - Functionality supported: Periodic editorial selection and URL editing to populate the site’s RSS feed.
  - Interface description: RSS/HTTP links; specific feed format and endpoints not provided. [N/A]

#### User interfaces
- Browser-based web UI consistent with OUS site conventions and Get Real Rev1 CSS/style conventions.
- Tested for compatibility with Internet Explorer, Firefox, and Netscape.
- Teen-friendly presentation emphasizing:
  - Shorter paragraphs; increased use of bullets, charts, photos, diagrams, and color.
  - Avoidance of “walls of text”; more white space and easier navigation.
  - Interactive patterns where appropriate (e.g., interactive tables for detailed info referenced as an example).
- A formal UI style guide beyond the above is not specified. [N/A]

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

#### Software interfaces
- Google search tools (for internal site search and external CS-related search)
  - Name: Google search tools (e.g., Google Custom Search) [exact product not specified]
  - Mnemonic/spec/version/source: [N/A]
  - Purpose: Provide internal search of the Get Real site and external search of CS-related sites.
  - Interface: Standard web search form and results over HTTP/HTTPS; message formats per Google documentation (not detailed here). [N/A for reference document]
- RSS publication to site subscribers (curated from OUS communications)
  - Name/mnemonic/spec/version/source: [N/A]
  - Purpose: Distribute selected Chancellor’s Office communications via RSS to site subscribers.
  - Interface: RSS/Atom over HTTP; feed structure and fields not detailed. [N/A]
- Web server/OS/platform
  - Required platform/OS: Hosted on OSU servers; specific OS/web server not specified. [N/A]
  - Purpose: Serve HTML/CSS/JS pages and media.
  - Interface: Standard HTTP/HTTPS.

#### Communications interfaces
- Standard web protocols (HTTP/HTTPS) are assumed; no special communication protocol requirements are specified.
- Local network or specialized protocol requirements: [N/A]

#### Memory constraints
- No primary or secondary memory limits are specified. [N/A]

#### Operations
- Normal operations
  - User-initiated interactive browsing via supported web browsers.
  - Content maintenance by web designers, adhering to OUS conventions and Get Real Rev1 CSS; use Dreamweaver check-in/out to avoid conflicting edits.
- Periodic content operations
  - Curation/publishing of RSS items from OUS Chancellor’s Office communications; estimated weekly effort unspecified (“X hours”). [N/A for exact effort]
- Data processing support, backup, and recovery operations: [N/A]

#### Site adaptation requirements
- Deployment under OUS domain (getreal.ous.edu), hosted on OSU servers.
- Adherence to OUS security and style conventions and existing Get Real CSS from Rev1.
- Configuration for search engine visibility via OUS domain.
- Any site-specific initialization data, safety limits, or mission parameters: [N/A]
- Features to modify for particular installations beyond OUS/OSU hosting: [N/A]

#### Interfaces with services
- Search services: Google tools for internal and external search (integration details not specified). [N/A]
- RSS services: Publication of an RSS feed for subscribers derived from OUS Chancellor’s Office communications (specific service endpoints not specified). [N/A]
- External informational services via hyperlinks (no API integration): OUS campus pages, ACM/IEEE and subgroups (e.g., SIGGRAPH), external articles, and example videos (e.g., UW CS).

### 1.3.2 Product functions

The Get Real website provides the following major functions for Oregon high school students exploring computer science:

- Program discovery and comparison
  - Browse CS offerings at Oregon University System (OUS) campuses and other Oregon colleges.
  - View and compare programs (e.g., college comparison chart).

- Career exploration
  - Explore “Jobs & Money” content addressing societal impact and salary potential with a CS degree.
  - Access curated external articles about CS careers and job outlook.

- Real People stories and multimedia
  - View profiles of recent graduates and experienced professionals in diverse fields using CS.
  - Consume video/audio stories (e.g., “day in the life”) to illustrate real career paths.

- Women in Computing
  - Browse profiles and stories highlighting women in CS.
  - Access links to women-focused resources and groups (e.g., WICS UO), including potential contact lists.

- Learning pathways
  - Review recommended high school courses for CS readiness with pointers to campus and ACM guidance.
  - Understand the value of a CS minor for fields such as medicine, law, and business.
  - Explore a directory of pre-college technology programs and courses.

- Guided navigation and search
  - Use “I’m Looking For...” guided questions to find answers on money, people, and colleges within the site.
  - Perform internal site searches.
  - Perform external searches of CS-related sources and OUS campus information.

- Interactive Q&A
  - Submit questions to “Ask a Grad or Prof.”
  - Read published answers in an FAQ; optional blog content on CS careers.

- News and updates
  - Subscribe to/view RSS feeds of current CS information curated for the site.

- Professional communities
  - Access directories and links to professional organizations (e.g., ACM, IEEE, relevant SIGs), including student sections.

- Engagement and evaluation
  - Receive calls to action and planning guidance for preparing for a CS career.
  - Collect and review site analytics (hits and time on site) to inform iterative content, design, and navigation improvements.

### 1.3.3 User characteristics

- Primary audience: Oregon high school students (grades 9–12) statewide; “teen‑friendly” content is essential.

- User groups and characteristics:
  - Students already interested in computer science or engineering:
    - Seek concise, in‑depth information about CS careers and college options.
    - Spend time with comparative college information and “Real People” profiles; attracted by pictures and clear sectioning of stories.
    - Comfortable with more technical content but still prefer scannable presentation.
  - College‑bound students not initially interested in CS:
    - Low CS familiarity; need compelling, relatable content that “speaks to them.”
    - Low tolerance for “walls of text”; prefer more white space, clear navigation, and visually engaging pages (photos, diagrams, charts).
    - Respond positively to interactive/visual elements (e.g., spinning globe, satellite menu).
  - Students focused on other fields considering a CS minor:
    - Interested in how CS complements disciplines like medicine, law, business, and sciences.
    - Typically limited CS background; need clear explanations of value and pathways.

- General characteristics influencing usability:
  - Educational level: high school (grades 9–12).
  - Web experience and expectations: Familiar with mainstream sites (e.g., Google, Yahoo, news.myspace.com, engineergirl.org); expect quick access, straightforward navigation, and visually rich, contemporary design.
  - Attention and reading preferences: Short attention spans; prefer short paragraphs, bullets, chunked content, and multimedia (images, video, audio).
  - Technical expertise: Ranges from novice to early enthusiasts; design must accommodate the full range without assuming prior CS knowledge.
  - Disabilities and accessibility considerations: [N/A]

### 1.3.4 Limitations

- Regulatory requirements and policies:
  - Must comply with Oregon University System (OUS) site policies for copyright and security; “Copyright and other security measures for Get Real should be the same as the OUS site.”
  - Must adhere to CSS and other style conventions established in Get Real version 1.
  - Content updates must use Dreamweaver check-in/out to prevent conflicting edits.

- Hardware limitations:
  - Server storage space is constrained (“Space”).
  - Bandwidth for video streaming is limited, which may constrain the use of rich media.

- Interfaces to other applications:
  - Internal and external search functions rely on Google-provided tools.
  - RSS content depends on the Chancellor’s Office daily communications distribution; weekly manual URL editing is required for the feed.
  - Content links to external sites (e.g., OUS campuses, professional organizations, UW CS videos) are dependencies outside direct control.
  - [N/A] for special software or hardware interfaces beyond the above (stated as none required).

- Parallel operation:
  - [N/A]

- Audit functions:
  - Site must track and evaluate page hits and time-on-site to guide content, design, and navigation changes.

- Control functions:
  - Content management constrained to Dreamweaver with check-in/out procedures.
  - Manual curation effort required for RSS feed maintenance (“X hours per week” TBD).

- Higher-order language requirements:
  - [N/A]

- Signal handshake protocols (e.g., XON-XOFF, ACK-NACK):
  - [N/A]

- Quality requirements (e.g., reliability):
  - Hosting must provide adequate response time; slow servers are not acceptable for the target audience.
  - Web design conventions must be consistent with OUS site standards.
  - Browser compatibility and testing required for IE, Firefox, and Netscape.

- Criticality of the application:
  - [N/A]

- Safety and security considerations:
  - Security posture and copyright practices must mirror the OUS site.
  - Hosted within the OUS domain and on OSU servers, inheriting their security controls and constraints.

- Physical/mental considerations:
  - Target audience (high school students) has short attention spans; content must avoid “walls of text,” use more white space, visuals, and concise chunks to maintain engagement.

- Limitations sourced from other systems (including real-time requirements through interfaces):
  - The site runs as an extension of the OUS domain and is hosted on OSU servers; availability, performance, and policies of those systems constrain the site.
  - Dependence on external content sources (e.g., Google search services, Chancellor’s Office RSS, third-party videos and articles) may affect availability and performance.

- Other constraints:
  - Limited availability of Chancellor’s Office resources may constrain development and maintenance cadence.

## 1.4 Definitions

- Get Real: The website at getreal.ous.edu (and associated support pages) intended to attract and encourage Oregon high school students to pursue computer science at Oregon University System campuses.
- OUS: Oregon University System; also used to refer to the OUS domain and the seven OUS campuses.
- CS: Computer science.
- Rev1 / Rev2 / Version 2: Specific revisions of the Get Real website; Rev2 (Version 2) is the 2007 update described by this SRS.
- Exploring College: A site section listing computer science offerings from OUS campuses and other Oregon colleges.
- Jobs & Money: A site section addressing societal impact and salary-related questions for careers with a CS degree.
- Real People: A site section profiling recent CS graduates and experienced professionals (potentially using video or audio) to show diverse, real-world CS career paths.
- Women in Computer Science: A site section profiling women in CS and engineering to highlight their contributions and everyday lives.
- Resources: A site section presenting pre-college technology programs and courses for high school students.
- I’m Looking For...: A site section with focused questions and answers, linking to relevant content within the Get Real site.
- Articles: A site section linking to external articles relevant to CS careers and opportunities.
- High School Courses: A site section recommending high school curricula for students interested in CS, with references to campus and professional guidance.
- Search for additional information: A site section providing both internal site search and external CS-related searches (e.g., campuses, articles).
- Professional Organizations: A site section linking to organizations such as ACM, IEEE, and SIGGRAPH, with pointers to student-focused resources.
- RSS feeds: A site feature that delivers selected items from the Chancellor’s Office daily communications to subscribers of the Get Real site.
- Ask a Grad or Prof – FAQ: A site feature for submitting questions to the Oregon University System; answers are posted as a public FAQ and may include a blog component.
- Consider a CS Minor: A site section describing the value of a CS minor for students in fields such as medicine, law, business, and sciences.
- OSU servers: The servers on which the site is hosted, as referenced in the SRS.
- Chancellor’s Office: The office referenced as a source of content (daily communications) and as a constrained resource supporting the site.

# 2 References

## Compliance

- Get Real Version 1 CSS and Style Conventions
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System (Get Real project)
  - Source: ~cn-capctr/share/Get_Real_website/~

- OUS Website Copyright and Security Policies
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System
  - Source: www.ous.edu

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


## Guidance

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

- University of Washington CSE Prospective Student Video Profiles (“A Day in the Life,” “Power to Change the World,” “Pathways in Computer Science”)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: University of Washington Department of Computer Science & Engineering
  - Source: http://www.cs.washington.edu/education/ugrad/prospective/download.html

- EngineerGirl website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: www.engineergirl.org

- WICS University of Oregon website
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: University of Oregon
  - Source: www.cs.uoregon.edu/groups/wics/

- Women in Computer Architecture resource page
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: University of Pennsylvania
  - Source: www.cis.upenn.edu/acg/wicarch.html

- Get Real Prototype Index Page
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System
  - Source: ~getreal.ous.edu/protoindex.html

- ACM recommended curricula for high school computer science students
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Association for Computing Machinery (ACM)
  - Source: [N/A]

- Professional organizations for reference (ACM, IEEE, SIGGRAPH student sections)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organizations: Association for Computing Machinery (ACM); Institute of Electrical and Electronics Engineers (IEEE); ACM SIGGRAPH
  - Source: [N/A]

- Google search tools for internal and external site search
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Google
  - Source: [N/A]

- OUS website (performance benchmark reference)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: Oregon University System
  - Source: www.ous.edu

- Chancellor’s Office Daily Communications Distribution (for RSS feed content)
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: OUS Chancellor’s Office
  - Source: [N/A]

- Related career-information sites visited by students
  - Report number: [N/A]
  - Date: [N/A]
  - Publishing organization: [N/A]
  - Source: Google (www.google.com); Yahoo (www.yahoo.com); news.myspace.com

## 3.1 Functions

This section defines the fundamental functional behaviors of the Get Real website (Rev2), grouped by sub-function. Where the original SRS does not specify required details, [N/A] is provided.

### 3.1.1 Site navigation and static content delivery
- Purpose: Let users navigate and view informational pages:
  - Exploring College, Jobs & Money, Real People, Women in Computing, Resources, I’m Looking For..., Articles, High School Courses, Professional Organizations, Consider a CS Minor.
- Inputs:
  - User selections of links, menus, and page navigation controls.
- Processing:
  - Retrieve the requested page content and render it for display.
- Outputs:
  - Display of the requested page and its text, images, and links.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User selects a navigation element.
  - System loads the corresponding page.
  - System renders content and links for further navigation.
- 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:
  - Output page content corresponds to the specific link or menu item the user selected.
  - Input/output sequences: selection → retrieval → rendering → display.
  - Formulas for input to output conversion: [N/A]

### 3.1.2 Real People multimedia playback
- Purpose: Present video and/or audio profiles of recent graduates and experienced professionals.
- Inputs:
  - User selection of a specific profile and media item.
- Processing:
  - Retrieve and stream or download the selected media.
- Outputs:
  - Playback of selected video/audio and associated profile content.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User selects a profile/media item.
  - System requests the media resource.
  - Media is streamed or served and presented to the user.
- 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:
  - Bandwidth availability may affect playback quality and load time (constraint noted in the original SRS).
- Relationship of outputs to inputs:
  - The media presented corresponds to the profile/media item selected by the user.
  - Input/output sequences: selection → retrieval/stream → playback.
  - Formulas for input to output conversion: [N/A]

### 3.1.3 Internal site search
- Purpose: Allow users to search content within the Get Real site.
- Inputs:
  - Search query text entered by the user.
- Processing:
  - Execute an internal site search (tools such as Google site search may be used per the original SRS).
- Outputs:
  - Search results listing of matching pages within the Get Real site.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User enters a query and submits.
  - System performs site-only search.
  - Results are listed with links.
- 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:
  - Results are determined by the submitted query.
  - Input/output sequences: query entry → submission → search → results display.
  - Formulas for input to output conversion: [N/A]

### 3.1.4 External CS search
- Purpose: Provide searches of external CS-related content (e.g., OUS campuses, external articles).
- Inputs:
  - Search query text entered by the user.
- Processing:
  - Forward or execute the query against external search services or predefined external sources.
- Outputs:
  - Results listing from external sources/sites.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User enters a query and submits.
  - System invokes external search.
  - External results are presented or linked.
- 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:
  - Results correspond to the query and the external sources searched.
  - Input/output sequences: query entry → submission → external search → results display.
  - Formulas for input to output conversion: [N/A]

### 3.1.5 RSS feeds of current CS information
- Purpose: Display selected daily communications from the Chancellor’s Office as RSS content for site subscribers.
- Inputs:
  - Curated URLs/items selected and edited by web design resources.
- Processing:
  - Aggregate selected items into an RSS feed and/or display them on the site.
- Outputs:
  - RSS items displayed on the site and available to subscribers.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - Staff curates and edits URLs for the DSS feed.
  - System updates the site’s RSS display and feed.
- 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:
  - Frequency and selection of curated items determine which items appear to users.
- Relationship of outputs to inputs:
  - Displayed feed items correspond to curated selections.
  - Input/output sequences: curation → feed update → display/subscription.
  - Formulas for input to output conversion: [N/A]

### 3.1.6 Ask a Grad or Prof – FAQ (and optional blog)
- Purpose: Collect user questions and publish Oregon University System answers as an FAQ; optionally host a careers blog.
- Inputs:
  - User-submitted questions; OUS-provided answers.
- Processing:
  - Receive questions; obtain answers from OUS; publish Q&A entries to the FAQ; optionally publish blog posts.
- Outputs:
  - Public FAQ entries and/or blog content visible to all users.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User submits a question.
  - OUS provides an answer.
  - Site publishes the question and answer to the FAQ.
- 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:
  - FAQ entries directly reflect user questions and OUS answers.
  - Input/output sequences: submission → answer → publication → viewing.
  - Formulas for input to output conversion: [N/A]

### 3.1.7 I’m Looking For… (focused Q&A navigation)
- Purpose: Provide focused questions with links to relevant internal pages (money, people, colleges).
- Inputs:
  - User selection of a focused question or topic link.
- Processing:
  - Resolve the selected topic to internal target pages.
- Outputs:
  - Navigation to and display of relevant internal content.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User selects a topic.
  - System routes to the mapped internal page(s).
- 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:
  - Destination content corresponds to the chosen question/topic.
  - Input/output sequences: selection → routing → display.
  - Formulas for input to output conversion: [N/A]

### 3.1.8 Articles and external link-out
- Purpose: Provide lists of external articles (e.g., “50 best jobs in America, Dream Jobs 2007”) and link users to them.
- Inputs:
  - User clicks on an article link.
- Processing:
  - Navigate to the external resource in the user’s browser.
- Outputs:
  - External article content displayed on the external site.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User selects an external link.
  - Browser opens the external URL.
- 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:
  - The external page displayed corresponds to the selected link.
  - Input/output sequences: selection → external navigation → display.
  - Formulas for input to output conversion: [N/A]

### 3.1.9 Usage analytics collection
- Purpose: Track and evaluate hits and time spent on the site over time to inform content, design, and navigation changes.
- Inputs:
  - User visit and interaction events.
- Processing:
  - Collect and aggregate visit counts and time-on-site metrics.
- Outputs:
  - Metrics available for evaluation and site improvement decisions.
- Validity checks on inputs: [N/A]
- Exact sequence of operations:
  - User visits/interacts with pages.
  - System records relevant metrics.
  - Metrics are reviewed to guide updates.
- 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:
  - Reported metrics reflect the aggregated user interactions.
  - Input/output sequences: interaction → logging → aggregation → review.
  - Formulas for input to output conversion: [N/A]

## 3.2 Performance requirements

- General response time
  - The site shall provide rapid page-response times suitable for high school students; slow server performance is unacceptable for this application.
  - Baseline: Response time comparable to the current OUS (www.ous.edu) site is considered acceptable.
  - Numerical targets: [N/A]

- Static capacity requirements
  - Number of terminals to be supported: [N/A]
  - Number of simultaneous users to be supported: [N/A]
  - Amount of information to be handled: [N/A]
  - Type of information to be handled:
    - Web pages with text, images, diagrams, and charts.
    - Audio/video content for “Real People” profiles.
    - RSS feed items from the Chancellor’s Office communications.
    - Search index content for internal/external search.

- Dynamic workload requirements
  - Normal and peak transactions/tasks per time period: [N/A]
  - Page-load time thresholds (e.g., percent within specified seconds): [N/A]
  - Video/audio streaming bandwidth and buffering performance: [N/A]
  - Search query throughput and response time: [N/A]

## 3.3 Usability requirements

The Get Real website’s usability and quality-in-use objectives focus on Oregon high school students (grades 9–12), including those not initially interested in computer science, who access the site via common web browsers. Emphasis is on teen-friendly, easy-to-navigate, visually engaging content that supports quick scanning and discovery.

- Contexts of use
  - Primary users: Oregon high school students (grades 9–12), including students interested in CS, college-bound students undecided about CS, and students considering a CS minor.
  - Environment: Web access via common browsers (Internet Explorer, Firefox, Netscape) under the OUS domain to aid discoverability.
  - User characteristics: Short attention spans; preference for visually rich, concise, scannable content.

- Effectiveness requirements
  - Users can locate key information areas: careers and salaries, real people profiles (including women in CS), Oregon university CS offerings, resources, focused Q&A (“I’m Looking For…”), articles, high school course recommendations, professional organizations, and options to ask grads/professors.
  - Users can find information via both internal site search and external CS-related search links.
  - Content is structured to avoid “walls of text,” using shorter paragraphs, bullets, charts, and visuals to improve findability and comprehension.
  - Information presented is timely and up to date (including RSS feeds and FAQs) to support repeat discovery and relevance.
  - Measurable effectiveness targets: [N/A]

- Efficiency requirements
  - Site response time must be adequate for users with short attention spans; slow response is unacceptable (see performance requirements).
  - Navigation and page layouts must support quick scanning and minimal reading effort through white space, bullets, charts, and images.
  - Cross-browser usability: the site should work and be tested against Internet Explorer, Firefox, and Netscape.
  - Measurable efficiency targets (e.g., task completion time, clicks to content): [N/A]

- Satisfaction requirements
  - Maintain a teen-friendly look and feel of highest importance to attract and retain attention; use color, photos, diagrams, charts, and other visuals to make pages appealing.
  - Maintain consistency with OUS web design conventions to support user familiarity and trust.
  - Provide engaging, relatable “Real People” stories and women-in-CS content to increase interest and motivation.
  - Encourage return visits through timely updates (RSS), Q&A/FAQ, and current articles.
  - Satisfaction measurement: track and evaluate hits and time spent; iterate content, design, and navigation based on evaluation results.
  - Measurable satisfaction targets (e.g., user ratings, likelihood to return): [N/A]

- Avoidance of harm
  - [N/A]

## 3.5 Logical database requirements

- a) Types of information used by various functions
  - Site structure and content:
    - Sections/pages: 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.
    - Content items: text, images, links, and references to audio/video assets (e.g., Real People profiles, example videos).
  - Listings and pointers:
    - College offerings and comparison information from Oregon University System campuses and other Oregon colleges.
    - External articles and resources (e.g., “50 best jobs in America”).
    - Professional organizations (ACM, IEEE, SIGGRAPH), with emphasis on student sections.
    - High school course/curriculum pointers (e.g., OUS campuses, ACM recommendations).
  - Interactive/updated content:
    - FAQ questions and answers for “Ask a Grad or Prof,” with publicly visible answers.
    - Selected RSS feed items/URLs from the Chancellor’s Office daily communications distribution.
  - Search support:
    - Internal site search index and metadata.
    - External search integrations (e.g., Google tools) reference configurations.
  - Analytics:
    - Hit counts and time-on-site/time-on-page for tracking and evaluation over time.

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

- c) Accessing capabilities
  - Public, read-only web access to published content and listings.
  - Internal site search across stored/published content; external search uses third-party engines (e.g., Google) as configured on the site.
  - Administrative content maintenance by web designers and designated Chancellor’s Office resources (e.g., periodic editing of RSS feed URLs; updates to pages, FAQs, and listings).
  - Development workflow uses Dreamweaver check-in/out and adherence to established CSS/style conventions; no additional database access modes are specified.

- d) Data entities and their relationships
  - Section/Page: container for related Content Items.
  - Content Item:
    - Profile (Real People) referencing media assets.
    - Listing/Link (Articles, Resources, Professional Organizations).
    - College Offering/Comparison entry associated with an OUS campus or other Oregon college.
    - High School Course/Curriculum pointer referencing OUS/ACM sources.
    - FAQ Entry (question, answer) published to the FAQ section.
    - RSS Item/URL selected from Chancellor’s Office communications.
  - University/College: entity for OUS campuses and other Oregon colleges; related to College Offerings/Comparison entries.
  - Analytics Record: associated with a Page/Section (and optionally Content Item).
  - Relationships:
    - Content Items belong to exactly one Section/Page.
    - College Offering/Comparison entries reference a University/College.
    - FAQ Entries belong to the FAQ Section.
    - RSS Items are curated selections associated with the RSS Section.
    - Analytics Records reference the Page/Section being measured.

- e) Integrity constraints
  - Pointers for Professional Organizations should lead to student sections where applicable (as specified).
  - High School Courses page should provide pointers to OUS campuses and ACM recommendations (as specified).
  - External links and media references should be valid at time of publication.
  - Published FAQ answers must be visible to all site visitors.
  - [N/A] for any additional field-level or relational constraints not stated.

- f) Security
  - Copyright and other security measures must be the same as the OUS site.
  - Administrative update privileges are limited to web designers and designated Chancellor’s Office resources.
  - [N/A] for encryption, authentication, authorization, or audit specifics not stated.

- g) Data retention requirements
  - Usage analytics (hits, time spent) must be retained to enable tracking and evaluation “over time.”
  - [N/A] for specific retention periods or archival/purge policies for analytics, content items, FAQs, and listings.

## 3.6 Design constraints

- Organizational standards and style
  - 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 be the same as the OUS site.

- Tooling and process
  - Use the Capital Center Dreamweaver local site files (~cn-capctr/share/Get_Real_website/~).
  - Employ Dreamweaver check-in/check-out to manage page edits.

- Hosting and domain
  - The site must run as an extension of the OUS site (e.g., getreal.ous.edu).
  - The site must be hosted on OSU servers.

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

- Resource and capacity limitations
  - Limited server space.
  - Bandwidth constraints for video streaming.
  - Limited availability of Chancellor’s Office resources for development and maintenance.
  - RSS feed updates require ongoing weekly web design effort to edit URLs to the DSS feed (hours TBD).

- Analytics and evaluation
  - The system must support tracking and evaluation of site hits and time spent to inform content, design, and navigation changes.

- Regulatory/legal constraints
  - [N/A]

## 3.7 Software system attributes

- Reliability
  - [N/A]

- Availability
  - [N/A]

- Security
  - The system shall apply copyright and other security measures consistent with the OUS website.
  - Cryptographic techniques: [N/A]
  - Security logs/history: [N/A]
  - Separation of security-critical functions: [N/A]
  - Restricted communications between components: [N/A]
  - Data integrity checks for critical variables: [N/A]
  - Data privacy requirements: [N/A]

- Maintainability
  - Web design conventions shall be consistent with the standards and conventions used on the OUS site.
  - The site shall adhere to CSS and other style conventions established in Get Real version 1.
  - The system shall support tracking and evaluation of usage (e.g., hits and time spent) to inform ongoing content, design, and navigation changes.

- Portability
  - The site shall work and be tested against Internet Explorer, Firefox, and Netscape.
  - Host-dependent elements (percentage, specifics): [N/A]
  - Language/compiler constraints: [N/A]
  - Operating system constraints: [N/A]

## 3.8 Supporting information

The following items are provided to aid understanding and context. Unless the same statements also appear in the numbered requirements of this SRS, these items are informative only and are not to be considered binding requirements.

- Sample input/output formats
  - [N/A]

- Results of user interviews/surveys
  - Audience: Oregon high school students (grades 9–12) from several schools/classes reviewed Version 1.
  - Key themes:
    - Reduce “walls of text”; break content into shorter, more readable chunks; add bullets and charts.
    - Increase visual appeal: more white space, color, photos, diagrams, and charts.
    - Improve navigation; make pages easier and faster to scan.
    - Positive reactions to existing visual elements (e.g., spinning globe and satellite menu).
    - Students interested in CS valued the Real People section and the college comparison chart; attracted by pictures and clear sectioning within profiles.
    - Example pattern cited: interactive table/menu that keeps main pages short while linking to details (as seen on engineergirl.org).

- Supporting/background information
  - Purpose and scope context:
    - Attract and encourage Oregon high school students to pursue coursework leading to CS baccalaureate degrees at Oregon University System campuses.
    - Provide teen‑friendly, easy‑to‑navigate pages with sufficient depth on CS careers, colleges, resources, timely updates, Q&A, and calls to action.
  - Example external references and exemplars:
    - UW CSE student/professional profile videos demonstrating diverse CS career paths: http://www.cs.washington.edu/education/ugrad/prospective/download.html
    - Women in engineering/computing example site: www.engineergirl.org
    - Women in CS resources: WICS UO (www.cs.uoregon.edu/groups/wics/), women in computer architecture resource (www.cis.upenn.edu/acg/wicarch.html)
  - Development/operational context:
    - Site is an extension of OUS domain (getreal.ous.edu) and runs on OSU servers; OUS domain presence intended to maximize search engine visibility.
    - Local development practices referenced: use Dreamweaver local site files (~cn-capctr/share/Get_Real_website/~), adhere to established CSS/style conventions from Version 1, and use Dreamweaver check‑in/out to avoid conflicts.

- Description of the problems to be solved by the software
  - Increase awareness and interest in CS among Oregon high school students, including those not initially inclined toward CS.
  - Deliver engaging, quickly scannable content that counters long, text‑heavy pages and sustains short attention spans.
  - Showcase authentic, diverse CS career pathways (e.g., recent grads and experienced professionals, including women in CS).
  - Provide actionable guidance: high school course recommendations, college program information, resources, articles, FAQs, and search (internal and external).
  - Maintain timeliness to encourage return visits (e.g., news, RSS/updates) and support calls to action that help students plan for CS careers.

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

## 4.1 Functions

This section defines the verification approaches and methods planned to qualify the functional behavior described under 3.1 Functions (Get Real pages and sections). Verification will be performed primarily by content inspection, navigation/link testing, and execution of functional tests for interactive features.

- Exploring College (existing)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate from site navigation to Exploring College; follow campus/program links; return to site.
  - Responses to abnormal situations (overflow, communications, hardware faults/failures, error handling and recovery): [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs:
    - Input/output sequences: Selecting a campus/program link opens the referenced offering; verify destination matches link text/intent.
    - Formulas for input-to-output conversion: [N/A]

- Jobs & Money (existing)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate to Jobs & Money; view content answering “contribute to society” and “how much money can I make.”
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Following any in-page links opens the correct referenced resources.

- Real People (existing; may include video/audio)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate to Real People; select a profile; if media is present, activate playback controls to view/listen.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Selecting a profile loads the corresponding profile; pressing play starts media playback.

- Women in Computer Science (existing with new name)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate to the section; view profiles/resources; follow external resource links (e.g., engineergirl.org, WICS UO).
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Link selections open the intended internal/external resources.

- Resources (existing)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; browse listings of pre-college programs/courses; follow links.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Link selections open the intended program/course resources.

- I’m Looking For... (existing)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; select a focused question; follow internal links to money, people, and colleges sections.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Selecting a question navigates to the correct internal target.

- Articles (existing)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; follow links to external articles (e.g., “50 best jobs in America,” “Dream Jobs 2007”).
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Link selections open the intended articles.

- High School Courses (new)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; view recommended curricula pointers (e.g., ACM recommendations, campus guidance).
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Following a curricula link opens the referenced source.

- Search for additional information (new; internal and external)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Enter a search term; submit; view internal results scoped to the Get Real site; use external search to retrieve CS-related results from outside sites.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs:
    - Input/output sequences: Given representative queries, results pages display matching items.
    - Formulas for input-to-output conversion: [N/A]

- Professional Organizations (new)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; view listings for ACM, IEEE, SIGGRAPH; follow links to organizations and their student sections.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Link selections open the intended organization pages.

- RSS feeds of current CS information (new)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Subscribe/view RSS items sourced from the Chancellor’s Office daily communications; verify items render on the site.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: New source items appear in the site’s RSS display/subscription.

- Ask a Grad or Prof – FAQ (new)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Submit a question; receive feedback from OUS; verify that answers are posted to the FAQ section for public viewing.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs:
    - Input/output sequences: A submitted question results in a corresponding FAQ entry once answered.
    - Formulas for input-to-output conversion: [N/A]

- Consider a CS Minor (new)
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: Navigate; view informational content and related links.
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: Link selections open the intended related resources.

- Other new page ideas
  - Validity checks on inputs: [N/A]
  - Exact sequence of operations: [N/A]
  - Responses to abnormal situations: [N/A]
  - Effect of parameters: [N/A]
  - Relationship of outputs to inputs: [N/A]

## 4.2 Performance requirements

This section describes how performance requirements will be verified. Items are organized in parallel with the performance requirements categories (static capacity and dynamic performance).

- Static capacity verification
  - 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]

- Dynamic performance verification
  - Page response time
    - Basis: “The Get Real site should be hosted on a server that can provide adequate response time. The current OUS site is a good example of rapid response time.”
    - Method: Conduct page-load benchmarking of representative pages (e.g., home, Real People profiles, Resources) on the OSU-hosted environment using synthetic tests and real-browser tests across supported browsers (IE, Firefox, Netscape). Collect median and tail (e.g., 95th percentile) load times under normal traffic and during induced peak load.
    - Environment: Production-equivalent OSU servers; network conditions representative of Oregon high schools.
    - Acceptance threshold: [N/A]
  - Server throughput and scalability
    - Method: Execute controlled load tests to incrementally increase concurrent virtual users performing typical navigation and search actions. Monitor server resource utilization (CPU, memory, I/O) and error rates to identify performance bottlenecks.
    - Acceptance threshold (concurrency/throughput): [N/A]
  - Streaming media performance (bandwidth constraint)
    - Basis: “Bandwidth for video streaming” is a stated constraint.
    - Method: Test playback of representative video/audio assets at target encodings on the production-equivalent stack. Measure start-up delay and rebuffering incidence under normal and stressed conditions.
    - Acceptance threshold: [N/A]

- Cross-browser performance verification
  - Method: Measure page render and interaction latency on IE, Firefox, and Netscape for key user journeys. Flag regressions relative to the fastest tested baseline per page.
  - Acceptance threshold: [N/A]

- Production monitoring and ongoing evaluation
  - Basis: “There is a need to track and evaluate the ‘hits’ and time spent on the student-focused website over time; and make content, design, and navigation changes as needed.”
  - Method: Enable site analytics to capture hits, session duration, and page performance metrics (e.g., first contentful paint, page load). Review trends periodically to confirm “adequate response time” is maintained and to trigger corrective actions if degradation is observed.
  - Acceptance threshold: [N/A]

## 4.3 Usability requirements

This section defines how usability requirements will be verified to qualify the software, in parallel with the intended usability objectives identified for the site.

- Teen-friendly and easy to navigate
  - Verification method: Moderated usability testing with representative Oregon high school students from both groups identified (students already interested in CS and college‑bound students not yet interested in CS). Task-based scenarios aligned to typical goals (e.g., find “Jobs & Money,” compare colleges, locate “Real People” stories).
  - Evidence collected: Task success/failure, navigation errors, time on task, qualitative feedback on whether the site “speaks to them.”
  - Acceptance criteria: [N/A]

- Readable, visually engaging pages (avoid “walls of text”)
  - Verification method: Expert heuristic review and content audit of all pages and key sections to confirm design changes called for in the SRS: shorter paragraphs, use of bullets and charts, increased white space, inclusion of pictures/color/diagrams to break up text.
  - Evidence collected: Page-by-page checklist confirming presence of these elements and reduction of long text blocks.
  - Acceptance criteria: [N/A]

- Findability of key information
  - Verification method: Task-based tests to locate each major page/section named in the SRS (Exploring College; Jobs & Money; Real People; Women in Computing; Resources; I’m Looking For...; Articles; High School Courses; Professional Organizations; Search; Ask a Grad or Prof – FAQ; Consider a CS Minor).
  - Evidence collected: First-click correctness, task completion rate, paths taken, user comments on ease of finding information.
  - Acceptance criteria: [N/A]

- Search usability (internal and external)
  - Verification method: Usability tests assessing discoverability of search, formulation of queries, and relevance/clarity of results for both internal site search and external CS-related searches referenced in the SRS.
  - Evidence collected: Task success, time to first relevant result, user-reported clarity.
  - Acceptance criteria: [N/A]

- Cross-browser usability
  - Verification method: Cross-browser testing on IE, Firefox, and Netscape for layout, navigation, and interaction consistency on representative pages and templates.
  - Evidence collected: Issue logs of rendering or interaction differences affecting usability.
  - Acceptance criteria: [N/A]

- Engagement with “Real People” and “Women in Computing” content
  - Verification method: Usability sessions focused on these sections to assess whether profiles and media are easy to access and perceived as relatable and motivating.
  - Evidence collected: Task success (e.g., play/view profiles), user feedback on relevance and appeal.
  - Acceptance criteria: [N/A]

- Ongoing usability improvement via analytics
  - Verification method: Instrumentation to track hits and time spent as specified in the SRS; periodic reviews to guide content, design, and navigation changes.
  - Evidence collected: Analytics reports over time; change logs documenting data‑driven updates.
  - Acceptance criteria: [N/A]

- Consistency with OUS site conventions
  - Verification method: Design review against OUS style conventions and Get Real version 1 conventions, using a conformance checklist.
  - Evidence collected: Completed checklist and issue remediation records.
  - Acceptance criteria: [N/A]

- Avoidance of harm in use
  - Verification method: [N/A]
  - Evidence collected: [N/A]
  - Acceptance criteria: [N/A]

## 4.5 Logical database requirements

The original SRS does not define any logical database or data storage requirements. Consequently, verification approaches for logical database requirements are not applicable.

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

## 4.6 Design constraints

- Hosting on OSU servers and placement under the OUS domain (e.g., getreal.ous.edu)
  - Verification approach: Environment audit and DNS/certificate check.
  - Methods: Confirm hosting provider and server inventory with OSU; verify DNS resolves to OSU infrastructure; validate TLS certificate chain and domain under OUS.
  - Acceptance criteria: Site is deployed on OSU-managed servers and publicly reachable under an OUS-controlled hostname.

- Adherence to OUS site standards and Get Real v1 CSS/style conventions
  - Verification approach: Design and code review.
  - Methods: Compare stylesheets, components, and UI patterns against OUS conventions and Get Real v1; run CSS/HTML validators; perform visual review for consistency.
  - Acceptance criteria: No deviations from documented OUS conventions and v1 styles, or documented waivers approved by stakeholders.

- Supported browsers: Internet Explorer, Firefox, and Netscape
  - Verification approach: Cross-browser compatibility testing.
  - Methods: Execute a test matrix on key pages and interactions (navigation, search, video/audio playback, RSS display, forms); capture screenshots and defect logs.
  - Acceptance criteria: All critical user journeys function without blocking defects on the stated browsers; rendering/layout issues do not impede task completion.

- Security and copyright measures aligned with the OUS site
  - Verification approach: Policy compliance review.
  - Methods: Check presence and correctness of copyright notices; confirm reuse/alignment of OUS security controls (e.g., hosting hardening, access controls, backup policies) with the OUS web team.
  - Acceptance criteria: All applicable OUS security and copyright policies are met or have approved exceptions.

- Space (server storage) limitations
  - Verification approach: Deployment artifact audit and hosting quota confirmation.
  - Methods: Measure total site footprint (including media assets) against allocated storage; obtain written confirmation of quota from hosting team.
  - Acceptance criteria: Total footprint within allocated quota. Threshold: [N/A].

- Bandwidth limitations for video streaming
  - Verification approach: Streaming performance trials under constrained bandwidth.
  - Methods: Test representative video assets from typical Oregon high school network conditions; record start-up delay and buffering frequency; verify available renditions/bitrates.
  - Acceptance criteria: Videos play without excessive buffering under expected conditions. Target bitrates/thresholds: [N/A].

- Limited availability of Chancellor’s Office resources (project constraint)
  - Verification approach: Process and maintenance plan review.
  - Methods: Confirm that content workflows (e.g., Real People updates, FAQs) fit within available staffing; review staffing assignments and cadence.
  - Acceptance criteria: Documented maintenance plan aligns with resource availability. Quantitative limits: [N/A].

- Dreamweaver check-in/out usage and local site file workflow
  - Verification approach: Process compliance audit.
  - Methods: Review Dreamweaver check-in/out logs or equivalent change records; inspect local site file structure; sample recent edits for compliance with the workflow.
  - Acceptance criteria: All edits follow the prescribed check-in/out workflow with no untracked changes.

- RSS feed curation effort (requires X hours/week)
  - Verification approach: Maintenance workflow readiness review.
  - Methods: Verify existence of an editorial process for selecting and posting feeds; confirm staffing assignment; perform a pilot run-through.
  - Acceptance criteria: End-to-end RSS update workflow demonstrated and documented. Effort target X: [N/A].

## 4.7 Software system attributes

The following verification approaches will be used to qualify the software against the software system attributes defined in Requirements 3.7. For any attribute without a corresponding requirement in this SRS, [N/A] is indicated.

- Reliability
  - [N/A]

- Availability
  - [N/A]

- Security (per requirement: “Copyright and other security measures for Get Real should be the same as the OUS site.”)
  - Conformance review: Compare site security and copyright practices to the OUS site standards; record a completed checklist and approval.
  - Copyright verification: Inspect pages to confirm presence and placement of copyright notices and any required legal text consistent with the OUS site.
  - Content change control: Audit use of the Dreamweaver check-in/check-out feature for all edits (spot-check change logs) to confirm controlled modification of site content as directed in the development references.

- Maintainability (per requirements to adhere to Get Real v1 CSS/style conventions and be consistent with OUS web design conventions; and to use Dreamweaver check-in/out)
  - Style/convention inspection: Review HTML/CSS and page layouts against the established Get Real v1 CSS and OUS design conventions; document findings and required fixes.
  - Process audit: Verify that contributors use Dreamweaver check-in/check-out and that parallel edits are controlled; confirm with repository or tool logs.
  - Maintenance task demonstration: Execute a representative content update (e.g., add a new article link) following the prescribed process to demonstrate ease of maintenance without breaking styles/navigation.

- Portability (per requirement to work and be tested against IE, Firefox, and Netscape)
  - Cross-browser functional testing: Execute a defined test set on Internet Explorer, Firefox, and Netscape to confirm equivalent rendering and behavior of navigation, search, media, and forms.
  - Deployment environment confirmation: Verify hosting on OSU servers under the OUS domain as specified; record DNS and server environment details to confirm the intended runtime context.

- Other quality attributes noted in this SRS
  - Consistency with OUS web conventions: Conduct a design review comparing pages to OUS site conventions; record deviations and resolutions.
  - Monitoring and evaluation of usage: Verify that hit/time-on-site tracking is enabled and producing reports needed to evaluate content, design, and navigation changes over time.

## 5.1 Assumptions and dependencies

- Organizational domain and hosting: The site is assumed to run as an extension of the OUS domain (e.g., getreal.ous.edu) on OSU servers. If domain or hosting arrangements change, search visibility, performance, and related requirements may need to change.
- Target audience: The primary users are Oregon high school students (grades 9–12). A change in audience (e.g., geography or age) would affect content depth, tone, and usability requirements.
- Browser ecosystem: The site is assumed to be used and tested on IE, Firefox, and Netscape. If user browsers differ materially, UI and compatibility requirements must be revised.
- External search services: The internal and external search features assume availability of Google-provided tools. If unavailable or restricted, search requirements and design must change.
- External content sources for pages:
  - High School Courses: Assumes availability of curricula guidance from OUS campuses and ACM recommendations (noting UO activity and limited input from other campuses).
  - Professional Organizations: Assumes stable, accessible student-oriented pages from ACM, IEEE, and related groups.
  - Women in Computing and Resources pages: Assume continued availability of referenced organizations and sites for linking.
  - Articles and external readings: Assume continued availability of third-party articles referenced by the site.
- Real People and media content: Assumes access to recent graduates and experienced professionals willing to provide profiles, images, and optionally audio/video; and that media can be hosted and delivered effectively.
- Media delivery capacity: Assumes sufficient server bandwidth and storage to support video/audio streaming without degrading user experience. If not available, requirements for media features may need to be reduced or adapted.
- Content freshness and editorial staffing:
  - RSS feeds: Assumes ongoing availability of Chancellor’s Office daily communications and sufficient weekly web design resources to curate links.
  - Q&A/Ask a Grad or Prof: Assumes OUS personnel are available to provide timely responses and maintain an FAQ or blog.
  - General site updates: Assumes Chancellor’s Office resources are available to keep content timely and encourage return visits.
- Policies and standards alignment: Assumes OUS security, copyright, and web design conventions apply and remain stable; changes could alter UI, legal, and security requirements.
- Development assets and process: Assumes continued use of Dreamweaver check-in/out, shared site files, and adherence to Get Real version 1 CSS/style conventions; changes could impact maintainability and UI consistency requirements.
- Usage tracking: Assumes mechanisms exist to track and evaluate site hits and time-on-site to inform iterative improvements. If unavailable, evaluation and adaptation requirements must be revised.

## 5.2 Acronyms and abbreviations

- SRS: Software Requirements Specification
- OUS: Oregon University System
- OSU: Oregon State University
- UO: University of Oregon
- UW: University of Washington
- ETIC: [N/A]
- CS: Computer Science
- WICS: Women in Computer Science
- ACM: Association for Computing Machinery
- IEEE: Institute of Electrical and Electronics Engineers
- SIGGRAPH: Special Interest Group on Computer Graphics and Interactive Techniques
- RSS: Really Simple Syndication
- FAQ: Frequently Asked Questions
- BLOG: Weblog
- IE: Internet Explorer
- HS: High School
- URL: Uniform Resource Locator
- Q&A: Questions and Answers
- CSS: Cascading Style Sheets
- DSS: [N/A]
- WWW: World Wide Web
- Rev: Revision (e.g., Rev1, Rev2)