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2021-2022 Graduate Catalog

Academic Policies

To be considered a full-time graduate student at the University, candidates must maintain registered status for 9 credit hours per term.

Graduate students who are enrolled for a minimum of 3 credits in a term are considered half-time. International students (on an F-1 visa) must enroll for nine credit hours each term, Summer sessions excluded.

A graduate degree requires the completion of a minimum of 30 credits which must include all required courses with a minimum cumulative GPA of 3.0. Students who do not meet credit requirement may only graduate with approval from the Dean.

A student must complete all the requirements for the degree within six years of the date of completion of the first course in the program. An extension of the time limit for completion of the degree can be granted only by the dean of the college after consultation with the program director.

Many programs allow or require students to participate in research projects and/or courses of independent study. In both instances, these require prior approval by the academic program director and dean of the college, and close supervision by a faculty member. Students should consult with the academic program director about their interest in a research project or independent study, and must obtain the necessary approval before registering for a research project or independent study course.

In research designs proposing to use human subjects, students are required to seek approval from the University’s Human Subject Review Committee before engaging in their research project. For further information, contact the dean of the appropriate college.

A thesis may be required, encouraged, or an option of a student’s graduate program. Since a thesis is a special form of original research, it requires careful supervision by either an individual faculty member or a program thesis committee. Students considering a thesis should discuss their interest with the appropriate program director or the office of the dean of the appropriate college.

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Home > SHU Graduate Scholarship > Educational Leadership Theses > 11

EDL Sixth Year Theses

Factors influencing student engagement.

Maria DeVito , Sacred Heart University Follow

Date of Award

Summer 2016

Degree Type

Certificate of Advanced Study

Educational Leadership

Michael K. Barbour

The purpose of this study was to assess and outline major factors influencing student engagement in the middle school context. In order to contribute to the existing body of research and to benefit students by outlining the particular aspects of learning experience that are related to engagement, a case study has been carried out, which sought to analyze the students’ schooling experience as a source of valuable data. Qualitative methods of data collection were applied during the study. The survey, focus-group interview, and observations allowed classifying the factors influencing the levels of engagement among the study participants into five major clusters: 1) communication, collaboration, active involvement into learning activities, and enriching educational experiences; 2) interactions between students and teachers; 3) levels of academic challenge; 4) supporting classroom environment; and 5) supporting family environment. These clusters unite factors that were found to produce the greatest influence on students’ eagerness to participate in in-class activities and on students’ perception of the importance of education, as well as desire to succeed academically.

A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.

Recommended Citation

DeVito, M. (2016). Factors Influencing Student Engagement . Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT. Retrieved from http://digitalcommons.sacredheart.edu/edl/11

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Organizing Academic Research Papers: Theoretical Framework

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
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• What Is Scholarly vs. Popular?
• Qualitative Methods
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• Using Non-Textual Elements
• Limitations of the Study
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• Acknowledgements

Theories are formulated to explain, predict, and understand phenomena and, in many cases, to challenge and extend existing knowledge, within the limits of the critical bounding assumptions. The theoretical framework is the structure that can hold or support a theory of a research study. The theoretical framework introduces and describes the theory which explains why the research problem under study exists.

Importance of Theory

A theoretical framework consists of concepts, together with their definitions, and existing theory/theories that are used for your particular study. The theoretical framework must demonstrate an understanding of theories and concepts that are relevant to the topic of your  research paper and that will relate it to the broader fields of knowledge in the class you are taking.

The theoretical framework is not something that is found readily available in the literature . You must review course readings and pertinent research literature for theories and analytic models that are relevant to the research problem you are investigating. The selection of a theory should depend on its appropriateness, ease of application, and explanatory power.

The theoretical framework strengthens the study in the following ways .

• An explicit statement of  theoretical assumptions permits the reader to evaluate them critically.
• The theoretical framework connects the researcher to existing knowledge. Guided by a relevant theory, you are given a basis for your hypotheses and choice of research methods.
• Articulating the theoretical assumptions of a research study forces you to address questions of why and how. It permits you to move from simply describing a phenomenon observed to generalizing about various aspects of that phenomenon.
• Having a theory helps you to identify the limits to those generalizations. A theoretical framework specifies which key variables influence a phenomenon of interest. It alerts you to examine how those key variables might differ and under what circumstances.

By virtue of its application nature, good theory in the social sciences is of value precisely because it fulfills one primary purpose: to explain the meaning, nature, and challenges of a phenomenon, often experienced but unexplained in the world in which we live, so that we may use that knowledge and understanding to act in more informed and effective ways.

The Conceptual Framework. College of Education. Alabama State University; Drafting an Argument . Writing@CSU. Colorado State University; Trochim, William M.K. Philosophy of Research. Research Methods Knowledge Base. 2006.

Strategies for Developing the Theoretical Framework

I.  Developing the Framework

Here are some strategies to develop of an effective theoretical framework:

• Examine your thesis title and research problem . The research problem anchors your entire study and forms the basis from which you construct your theoretical framework.
• Brainstorm on what you consider to be the key variables in your research . Answer the question, what factors contribute to the presumed effect?
• Review related literature to find answers to your research question.
• List  the constructs and variables that might be relevant to your study. Group these variables into independent and dependent categories.
• Review the key social science theories that are introduced to you in your course readings and choose the theory or theories that can best explain the relationships between the key variables in your study [note the Writing Tip on this page].
• Discuss the assumptions or propositions of this theory and point out their relevance to your research.

A theoretical framework is used to limit the scope of the relevant data by focusing on specific variables and defining the specific viewpoint (framework) that the researcher will take in analyzing and interpreting the data to be gathered, understanding concepts and variables according to the given definitions, and building knowledge by validating or challenging theoretical assumptions.

II.  Purpose

Think of theories as the conceptual basis for understanding, analyzing, and designing ways to investigate relationships within social systems. To the end, the following roles served by a theory can help guide the development of your framework.*

• Means by which new research data can be interpreted and coded for future use,
• Response to new problems that have no previously identified solutions strategy,
• Means for identifying and defining research problems,
• Means for prescribing or evaluating solutions to research problems,
• Way of telling us that certain facts among the accumulated knowledge are important and which facts are not,
• Means of giving old data new interpretations and new meaning,
• Means by which to identify important new issues and prescribe the most critical research questions that need to be answered to maximize understanding of the issue,
• Means of providing members of a professional discipline with a common language and a frame of reference for defining boundaries of their profession, and
• Means to guide and inform research so that it can, in turn, guide research efforts and improve professional practice.

*Adapted from: Torraco, R. J. “Theory-Building Research Methods.” In Swanson R. A. and E. F. Holton III , editors. Human Resource Development Handbook: Linking Research and Practice . (San Francisco, CA: Berrett-Koehler, 1997): pp. 114-137; Sutton, Robert I. and Barry M. Staw. “What Theory is Not.” Administrative Science Quarterly 40 (September 1995): 371-384.

Structure and Writing Style

The theoretical framework may be rooted in a specific theory , in which case, you are expected to test the validity of an existing theory in relation to specific events, issues, or phenomena. Many social science research papers fit into this rubric. For example, Peripheral Realism theory, which categorizes perceived differences between nation-states as those that give orders, those that obey, and those that rebel, could be used as a means for understanding conflicted relationships among countries in Africa. A test of this theory could be the following: Does Peripheral Realism theory help explain intra-state actions, such as, the growing split between southern and northern Sudan that may likely lead to the creation of two nations?

However, you may not always be asked by your professor to test a specific theory in your paper, but to develop your own framework from which your analysis of the research problem is derived . Given this, it is perhaps easiest to understand the nature and function of a theoretical framework if it is viewed as the answer to two basic questions:

• What is the research problem/question? [e.g., "How should the individual and the state relate during periods of conflict?"]
• Why is your approach a feasible solution? [I could choose to test Instrumentalist or Circumstantialists models developed among Ethnic Conflict Theorists that rely upon socio-economic-political factors to explain individual-state relations and to apply this theoretical model to periods of war between nations].

The answers to these questions come from a thorough review of the literature and your course readings [summarized and analyzed in the next section of your paper] and the gaps in the research that emerge from the review process. With this in mind, a complete theoretical framework will likely not emerge until after you have completed a thorough review of the literature .

In writing this part of your research paper, keep in mind the following:

• Clearly describe the framework, concepts, models, or specific theories that underpin your study . This includes noting who the key theorists are in the field who have conducted research on the problem you are investigating and, when necessary, the historical context that supports the formulation of that theory. This latter element is particularly important if the theory is relatively unknown or it is borrowed from another discipline.
• Position your theoretical framework within a broader context of related frameworks , concepts, models, or theories . There will likely be several concepts, theories, or models that can be used to help develop a framework for understanding the research problem. Therefore, note why the framework you've chosen is the appropriate one.
• The present tense is used when writing about theory.
• You should make your theoretical assumptions as explicit as possible . Later, your discussion of methodology should be linked back to this theoretical framework.
• Don’t just take what the theory says as a given! Reality is never accurately represented in such a simplistic way; if you imply that it can be, you fundamentally distort a reader's ability to understand the findings that emerge. Given this, always note the limitiations of the theoretical framework you've chosen [i.e., what parts of the research problem require further investigation because the theory does not explain a certain phenomena].

The Conceptual Framework. College of Education. Alabama State University; Conceptual Framework: What Do You Think is Going On? College of Engineering. University of Michigan; Drafting an Argument . Writing@CSU. Colorado State University; Lynham, Susan A. “The General Method of Theory-Building Research in Applied Disciplines.” Advances in Developing Human Resources 4 (August 2002): 221-241; Tavallaei, Mehdi and Mansor Abu Talib. A General Perspective on the Role of Theory in Qualitative Research. Journal of International Social Research 3 (Spring 2010); Trochim, William M.K. Philosophy of Research. Research Methods Knowledge Base. 2006.

Writing Tip

Borrowing Theoretical Constructs from Elsewhere

A growing and increasingly important trend in the social sciences is to think about and attempt to understand specific research problems from an interdisciplinary perspective. One way to do this is to not rely exclusively on the theories you've read about in a particular class, but to think about how an issue might be informed by theories developed in other disciplines. For example, if you are a political science student studying the rhetorical strategies used by female incumbants in state legislature campaigns, theories about the use of language could be derived, not only from political science, but linguistics, communication studies, philosophy, psychology, and, in this particular case, feminist studies. Building theoretical frameworks based on the postulates and hypotheses developed in other disciplinary contexts can be both enlightening and an effective way to be fully engaged in the research topic.

Another Writing Tip

Don't Undertheorize!

Never leave the theory hanging out there in the Introduction never to be mentioned again. Undertheorizing weakens your paper. The theoretical framework you introduce should guide your study throughout the paper. Be sure to always connect theory to the analysis and to explain in the discussion part of your paper how the theoretical framework you chose fit the research problem, or if appropriate, was inadequate in explaining the phenomenon you were investigating. In that case, don't be afraid to propose your own theory based on your findings.

Still Another Writing Tip

What's a Theory? What's a Hypothesis?

The terms theory and hypothesis are often used interchangeably in everyday use. However, the difference between them in scholarly research is important, particularly when using an experimental design. A theory is a well-established principle that has been developed to explain some aspect of the natural world. Theories arise from repeated observation and testing and incorporates facts, laws, predictions, and tested hypotheses that are widely accepted [e.g., rational choice theory; grounded theory].

A hypothesis is a specific, testable prediction about what you expect to happen in your study. For example, an experiment designed to look at the relationship between study habits and test anxiety might have a hypothesis that states, "We predict that students with better study habits will suffer less test anxiety." Unless your study is exploratory in nature, your hypothesis should always explain what you expect to happen during the course of your research.

The key distinctions are:

• A theory predicts events in a broad, general context;  a hypothesis makes a specific prediction about a specified set of circumstances.
• A theory has been extensively tested and is generally accepted among scholars; a hypothesis is a speculative guess that has yet to be tested.

Cherry, Kendra. Introduction to Research Methods: Theory and Hypothesis . About.com Psychology; Gezae, Michael et al. Welcome Presentation on Hypothesis . Slideshare presentation.

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SHU Program Helps High School Student get into Stanford

• Student Spotlight & Outcomes  

Upward Bound brings local teenagers to SHU for college readiness activities

Upward Bound is a federally funded program under the U.S. Department of Education. Its goal is to develop and improve the academic skills needed in high school and to increase the number of underserved high school students who go on to attend and graduate from postsecondary education.

Gebretinsae, 17, a senior at Fairchild Wheeler Interdistrict Multi-Magnet High School in Bridgeport, worked hard throughout his high school years. He also spent four years involved in Upward Bound, which he said helped ready him for academic and personal achievements.

“Upward Bound played a crucial role in preparing me for my future by providing academic support, college and career readiness resources and personalized counseling,” he said. “The program has boosted my confidence and improved my academic skills. It has truly set me on a path toward success in higher education and beyond.”

Gebretinsae plans to study artificial intelligence and technology at Stanford. “Upward Bound has helped me feel more prepared for college and offered me valuable guidance for my future,” he said.

Upward Bound students attend Saturday workshops at Sacred Heart during the school year and a six-week academic component at SHU in the summer. In addition to offering SAT workshops, tutoring, academic and career counseling and cultural enrichment trips, the program provides students with a close-knit community even while they attend college.

Gebretinsae said he appreciates the program’s workshops that exposed him to different career paths and majors, and he also enjoyed making friends and going on many outings. “Some of my favorite moments from Upward Bound include trips to New York City and Lake Compounce,” he said.

“I’m so proud of him,” said Carylanne Rice-Ehalt , long-time Upward Bound director. “Abel is an all-around good kid, and we’re absolutely thrilled for him.”

Rice-Ehalt watched Gebretinsae grow personally and academically in Upward Bound and said that’s the beauty of the program: it isn’t just about schoolwork. She said it prepares students for the real world by teaching them etiquette, how to present themselves and how to ask for help. “We are teaching them life skills,” she said.

Gebretinsae’s scholarship and admittance to Stanford are a true mark of accomplishment for SHU’s Upward Bound program. Rice-Ehalt said that, while her students are successful, Gebretinsae’s achievements represent another milestone for the program. “Abel’s the whole package,” she said.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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A 100-Day Plan for Your First Job Out of College

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By Roxanne Calder

You studied and worked hard,  got your  degree, and secured a full-time job. Congratulations! You’re onto the next stage of adulthood: building your career. But where do you even begin? Anyone who’s been there will tell you that the transition from college to corporate isn’t a smooth sail. The  cultural shift  can be overwhelming.

A college environment is far more relaxed — from the clothes you wear to choosing whether or not to go to class. You can even get away with turning in assignments a bit late.

Not so much in the working world.

Your manager will expect deadlines to be met. Responsibilities are taken seriously, including punctuality. You must learn to keep a corporate mindset, even when working remotely or hybrid. This means you show up on time for virtual meetings with your camera on, wear work attire, and contribute. Slipping in late, behind the scenes, won’t suffice.

As the founder and managing director of one of Australia’s most successful recruitment agencies, I’ve often seen candidates struggle in the initial days and weeks of their first jobs out of school. Based on my experience, I present to you a 100-day plan to guide you through this critical (and difficult) time.

Read the article here to learn more about each phase of your first 100 days on the job: https://hbr.org/2023/09/a-100-day-plan-for-your-first-job-out-of-college

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Graduate Profile: Kristen Maples, MDiv '24

How I've Changed  

During my time here at HDS I have experienced the most significant spiritual and personal transformations of my life. I would not have thought it possible to grow and change and accomplish so much in just three years! It is impossible to articulate all of it here but suffice it to say that I am leaving HDS a stronger and better person than when I arrived here.   

Memorable Moment 

My MDiv thesis was on watching horror films as a sacred practice, which involved repeatedly watching four films throughout the 2023-2024 academic year. Each of these viewings was a memorable and fulfilling experience, but it was the first viewing of "Scream" (1996) that is the most memorable. Shout-out to my HDS friends Emmeline and Caleigh who participated!  

This was one of the first viewing/interview combos I conducted as part of this project, and I did not know what to expect. It was an absolute blast! We screamed and laughed and held on to each other at various moments. I do not usually feel much fear when watching horror, but there is something about the physical collective experience of group watching that brought it out of me. I have not been that scared or had that much fun watching a horror film since I was in middle school!  

Thank you, Caleigh and Emmeline, for this memory. I will cherish it always. Not only did you contribute significantly to my master's thesis, but our group friendship blossomed out of this experience. Our friendship is beautiful and everlasting. Love you both!  

Favorite Class or Professor 

Professor Crowley's "Queering Congregations" was a fantastic course and I will always remember Crowley's presence as a lecturer and compassion for his students.

Professor Cheryl Giles's "Spiritual Care and Counseling" class was a significant contribution to my personal growth and professional growth as a chaplain. 

Professor Greene-Hayes's "Black Religion on the Big Screen" was also top for me. I discovered an academic interest in film and this course helped me connect with the academic study of religion in a new way that was deeply fulfilling. I will always remember the fantastic conversations we had in this course. Greene-Hayes is a phenomenal discussion facilitator and his encyclopedic knowledge of literature is more than impressive. You will not leave a conversation with him without at least two perfect book recommendations. 

Professor Gaston's "Witch Hunts" class also deserves mention. Gaston is a superb educator and I cannot think of words to do her justice. Also, the field trips for this course were an excellent part of its pedagogy. 

Message of Thanks  

As with many of my other classmates I could probably write a whole book thanking other people for their contributions, support, and assistance on this degree. Here are some:  

The first person who comes to mind is my high school English teacher. I would not have graduated from high school on time, if at all, had he not given me a D instead of the F I had earned in both semesters of his class my senior year. His firm belief in me despite my abysmal performance in most of my classes throughout high school has continued to inspire me for the last 20 years. I'll never forget him writing that "D" on my report card in front of me and saying, "You and I both know you can do better." Turns out I can. Thank you for believing in me, Mr. Pollack. 

Thanks always to my family. My parents and my siblings, Kelsey and Cory, were all there for me in important ways during a difficult time in my first year. Thank you Cory, for making me watch "Black Christmas" in 2022, which ultimately inspired my thesis project. My mother is my biggest, proudest, and loudest supporter. I couldn't thank her enough for everything she has done for me. Thank you for being you, Mom! 

Thank you to Caleigh, Emmeline, Twyla, and Maeve for your friendship. I met you all at various stages of my degree here and I know in my heart that I have gained deep lifelong relationships. Meg and Kelli, your friendships both predate this degree but hold just as strong of a place in my heart. I love you all! Friendship is truly a gift and I thank you all for the laughter, support, fun, and connection. 

Thank you to Cheryl Giles, who let me change my topic and completely rewrite a paper for  "Spiritual Care and Counseling." This paper changed the course of my life and I would not be who I am today without that experience. You're the best!

Healon Gaston, thank you for your mentorship and for challenging me with my writing. You significantly improved not just my writing skills, but my confidence in them. Thank you also for allowing me to begin exploring my academic interest in horror films for your class, because it gave me the courage to continue pursuing the study of horror in the context of divinity school, which has been incredibly rewarding. You are a phenomenal teacher. 

Thank you to Professor Greene-Hayes for being a kickass thesis advisor. Your guidance, expectations, and willingness to read so many drafts resulted in a beautiful paper that I could not be more proud of. Without you my thesis project would not even have been possible, so thank you for believing in it from the beginning. You happened to teach all the courses I took my final semester and I could not imagine a better end to my degree. Thank you for everything.  

Thank you, Greg Epstein, for your mentorship as I participated in the Humanist Fellowship program here at Harvard in my final year. This was an incredibly fulfilling personal and professional experience that contributed significantly to the formation of my thesis and my future growth as a person and as a chaplain. You were the inspiration for me to become a Humanist celebrant. 

Thank you also to my lifelong, Bridgette. I have learned so much from you and your continued love and support mean more than I can say. You are such an inspiration to me and I look forward to how you will continue to inspire me. I am certain that I would not have ended up at divinity school without our many conversations over the years about religion, spirituality, and personal growth. It makes sense that we attended divinity school at the same time. You are my light.  

A huge thank you to my fellow students. Your contributions in and outside of class has never ceased to amaze me. You taught me so much and brought so much beauty to my social and academic experience. You are all so inspiring and I genuinely cannot wait to see what amazing things you will do in our world in the future! I'm so privileged to be graduating amongst such amazing humans.   

Future Plans 

Next year I will complete a residency in hospital chaplaincy in the midwest. During this time, I will pursue status as a Humanist celebrant and provide important services in the community such as weddings and funerals for those who would prefer an agnostic officiant. 

I hope also to find some way to bring my thesis project into my work in some capacity, but still need to discern what that might look like.  

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635th Anti-Aircraft Missile Regiment

635-й зенитно-ракетный полк

Military Unit: 86646

Activated 1953 in Stepanshchino, Moscow Oblast - initially as the 1945th Anti-Aircraft Artillery Regiment for Special Use and from 1955 as the 635th Anti-Aircraft Missile Regiment for Special Use.

1953 to 1984 equipped with 60 S-25 (SA-1) launchers:

• Launch area: 55 15 43N, 38 32 13E (US designation: Moscow SAM site E14-1)
• Support area: 55 16 50N, 38 32 28E
• Guidance area: 55 16 31N, 38 30 38E

1984 converted to the S-300PT (SA-10) with three independent battalions:

• 1st independent Anti-Aircraft Missile Battalion (Bessonovo, Moscow Oblast) - 55 09 34N, 38 22 26E
• 2nd independent Anti-Aircraft Missile Battalion and HQ (Stepanshchino, Moscow Oblast) - 55 15 31N, 38 32 23E
• 3rd independent Anti-Aircraft Missile Battalion (Shcherbovo, Moscow Oblast) - 55 22 32N, 38 43 33E

Disbanded 1.5.98.

Subordination:

• 1st Special Air Defence Corps , 1953 - 1.6.88
• 86th Air Defence Division , 1.6.88 - 1.10.94
• 86th Air Defence Brigade , 1.10.94 - 1.10.95
• 86th Air Defence Division , 1.10.95 - 1.5.98

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Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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