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Only a small percentage of NYC anatomy tutors successfully make it through our exhaustive application process.

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Anatomy Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Anatomy tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Anatomy through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Anatomy Tutors in New York City, NY

Outstanding Anatomy tutors are available and excited to help you. They have attended renowned programs like MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.

A photo of Ammar who is a New York City  Anatomy tutor

Undergraduate Degree:
Hunter College - Biology

A photo of Anni who is a New York City  Anatomy tutor

Undergraduate Degree:
Cornell University - Biological Sciences; Nutritional Sciences; Cognitive Sciences

Graduate Degree:
University Of Medicine And Dentistry Of New Jersey Graduate School Of Biomedical Sciences - Biomedical Sciences

A photo of Brian who is a New York City  Anatomy tutor

Undergraduate Degree:
University Of Pittsburgh - Biological Sciences

Graduate Degree:
Rutgers New Jersey Medical School - Medicine

How your tutor helps you master: Anatomy


Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.


Your instructor will identify your current Anatomy skill level, as well as specific weaknesses to be addressed.


Your tutor will create a personalized learning program, guiding you toward your Anatomy objectives.

Recent Tutoring Session Reviews

We spent this session reviewing rotational kinetics, moment of inertia, calculation of "reduced mass" in various situations, calculation of bond length, r, and the attendant Stokes and anti-Stokes emissions at 2B. We also explored the energy well and transitions above the bottom of the well -- i.e., at the zero potential energy level. We touched on Raman spectroscopy as well.

The student is working on Physics now. She worked on a physics sheet she has due as well as did some Algebra review for a test she is going to take this week. She is covering exponents and scientific notation now. She did fine in her Algebra review and she seems to do well with her Physics homework as well.

The student realized that he had a packet of science questions about Darwin and the Kaibab Deer to fill out. We worked on that together. I noticed that he definitely has the capacity to be good at reading comprehension.

Today we covered conversions, equations, and order of operations in pre-algebra. For science we reviewed biomes and we reviewed language arts books ("To Kill a Mockingbird"). There are no scores/grades to note. I left the student with worksheets to review science, math, and some language arts. I have no concerns from this session.

The student is preparing for her final test in science for the year! We went over her two review sheets, quizzes, and some practice problems I made up. We also made flashcards with formulas and units. She will do well on the test; she has a firm grasp of the concepts and the skills necessary to complete problems. Dimensional analysis skills are improving and she is getting better at recognizing when units need converting.

I met with both students yesterday. The first student and I went over her previous test, which she did well on (82%); she made a few minor errors which she realized on her own and we clarified the other wrong answers. We then went over some genetics/heredity questions for her upcoming test. The second student and I spent time going through the calculations and write-up of a lab he had last week, which is due in a few days. It pertained to determining the molar volume of gas. He had made a few mistakes in the calculations, but we were able to work through them to make it more clear, as well as go over a few other gas law problems for an upcoming test.

We worked mostly on the student's science project. We worked on finishing it up by writing the discussion and conclusion. We also worked on the research summary again. Great work. We also finished a pre-algebra lesson about the nets of three-dimensional solids.

We completed several "self reflections" in the student's lab notebook. He had to summarize the laboratory experiment and detail the knowledge he had gained in the process. Last, we worked on completing a study guide for his English/grammar course.

During this session, I helped the student with the science that she is currently learning at school. I began by reviewing the science homework she had due the previous day to ensure that she understood the relevant concepts more in depth; these concepts included the four seasons, moon phases, lunar/solar eclipses, and earth's rotation. Next, I had her answer the questions she had due as science homework for the following day. I let her answer each question on her own and then reviewed her answers with her, quizzing her to make sure she truly understood the material in depth. Throughout the session, I had her look up vocabulary/concepts in her textbook on her own to help strengthen her ability to recognize--and not miss--important details pertaining to scientific explanations. This will benefit her long-term study of science.

The student and I focused on his test prep for an upcoming science test. We worked specifically on techniques for recalling knowledge, especially visualizing when possible. We also focused on writing short answers to explain scientific concepts and imagining that he had to explain the idea to someone he knew.

We got a jump on studying for her next science quiz by converting material from old quizzes into flashcards. We discussed how using flashcards, writing study guides, and predicting and writing essay questions are good active studying techniques. Tomorrow she should bring her textbook so we can correct some of the quizzes, and we'll take a look at how to use notes on an open-book test as well.

Today we worked on her science project. She had to research the three main types of energy sources used in our state and write how they impact the environment. She also had to recommend ways to improve our energy consumption. She didn't have any problems with the research and she had good ideas for her letter.

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