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I approach my students with a genuine investment in their academic, professional, and personal growth.“

Bio

Howard Slutzky, Psy.D., has worked in a variety of clinical settings including community mental health, college counseling, and private practice. He has taught at various institutions since 2003, having been with JWU Charlotte since 2006.

In addition to his courses, he offers numerous health and wellness workshops to students on topics such as relationships, stress reduction, time-management, grief and loss, dream interpretation, fitness and weight loss, and coping with medical issues. He also has a part-time private practice where he conducts disability evaluations for Social Security.

He has a particular interest in the areas of emotional intelligence, mindfulness, and positive psychology, having recently co-authored “The Mindful Librarian,” in which he shares his wisdom and expertise on these topics. He is currently completing his first solo book, “Sessions: Tales from the Therapy Couch,” in which he shares stories of his personal growth and clinical experiences.

As an advocate for animal welfare and the planet, he follows an entirely plant-based diet and hosts multiple campus events and farm sanctuary field trips in an effort to share his knowledge and compassion with JWU students.

He is an avid runner and hiker and promotes student wellness with 5K team events every academic term. Following his personal fitness goals, he completed a rim-to-rim hike of the Grand Canyon in May of 2017, and a Disney 10K Run in April of 2019.

Teaching Philsophy

Howard approaches his students with an exceptionally high level of enthusiasm, creativity, and authenticity, and a genuine investment in their academic, professional, and personal growth.

He strongly believes that an environment of safety is necessary for promoting optimal learning and growth. Accordingly, he makes every effort to cultivate and maintain an atmosphere of support, respect, and encouragement in which students can step outside of their comfort zone for a more immersive experience.

Rather than a lecture-only and midterm/final exam format, he utilizes multiple experiential modalities to promote a high level of student engagement and active learning. He consistently complements his lectures and exams with classroom discussion and participation, reflective writing assignments, small group activities, and interactive video exercises. He believes that this format serves three primary functions:

  1. Holds students accountable for demonstrating a true understanding of the course material rather than simple memorization.
  2. Encourages students to question and challenge the “experts.”
  3. Provides regular opportunity for students to apply course material to personal, real-life experiences.