Students Welcome Half Fare Metro Plan

(Photo Credit: Zarin Siddiqua)

By Zarin Siddiqua

New York City residents who live under federal income standards now qualify for Fair Fares, a new law to reduce MetroCard prices by half. Introduced by Mayor Bill De Blasio and Council Speaker Corey Johnson on Jan. 27, 2020, the program has earned praise from Lehmanites.

“$127 is a lot to spend when you aren’t working as much [and] also you are a full-time student,” said Joel Nunez, a chemistry junior, referring to the price of a monthly subway pass. “With the half-priced MetroCard, I can now save my money.”

An estimated 800,000 New Yorkers are eligible and can benefit from this reduced-fare program, but only 100,000 have enrolled so far, according to Spectrum News NY1. That’s out of an average of 4.3 million who rely on public transportation to travel to work or school every day. New York City Transit stated that 58 percent of the most transit-dependent New Yorkers are considered poor. 

(Photo Credit: Zarin Siddiqua)

Within the Bronx, where 59 percent of Lehman students reside, the median income is $37,500. The Census conducted in 2017 shows Bronx District 7, which includes Kingsbridge Heights and Bedford Park, 7, holds an 8.6 percent rate of unemployment and 27.4 percent for poverty.

Lehmanites whose budgets are stretched by travel expenses said the half fare program comes as a relief.

“This is the first time I am hearing about the new law about MetroCards, and I think it is wonderful because this will help a lot of residents in New York City including me,” said Marissa Morales, a Lehman senior English major. “I use my MetroCard every day and paying that much money affects me a lot because that is money that needs to go to bills and me trying to save because my only income is work-study.”

“I put $20 on my MetroCard on a weekly basis, so in that way, I’m spending $80 a month on MetroCard and not $127. It helped me save money, but I only use it for limited travel,” said Roxan Turner, a Lehman junior English major. 

(Photo Credit: Zarin Siddiqua)

Lehman adjunct Spanish professor Pablo Yankelevich, a Ph.D. student at CUNY Graduate School Center who uses MetroCards daily observed that the fee for a monthly card is “a lot of money, so…I usually save my money by not consuming things I find unnecessary; I don't buy anything other than food, coffee, and house-related expenses.”

Lehman students who reside outside New York City weren’t so excited about the new MetroCard program. 

“I was able to get a half-priced metro card, but I live in White Plains and neither the Bee-Line buses nor the Metro-North accept it,” said Bricenia Diaz, a Lehman junior and psychology major. “I’m happy they have cheaper MetroCards, but a lot of students who attend Lehman come from outside of New York City like me. I think half-priced MetroCards should be for everyone.”

What Black History Month Means to Lehmanites

By Denise Phillip

Black History Month is observed annually to commemorate the sacrifice of Black Americans during the African Diaspora, honoring unsung heroes who contributed to the past, present and future of African-American culture. The holiday-month originated in 1936, when historian Carter G. Woodson and the Association for the Study of Negro Life and History announced the second week of February as “Negro History Week.” The Meridian asked Lehman students what special meaning February and its Black history roots hold for them. Their answers pointed to how Black History Month should be considered a focal point for a larger conversation in order to incorporate it into American history, and that the fight for civil rights and human rights by Black people should be taught, spoken about and celebrated every month.

“Black History Month is a time when African-Americans can take the time and see what the people before them fought for. It is also a time for rejoicing, celebrating those people for giving us hope and valuable life lessons that we can use.” Patrice Vasquez, a 34-year-old psychology major and Lehman junior.

“Black History should be taught all year long.” Deyanira Calvo, a 32-year-old Lehman senior.

“Black History Month means the world to me as a black man. It celebrates the fight that my brothers were trying to achieve.” Donald Taylor, a business administration major and Lehman junior.

“It means equal opportunity and love for everyone.” Sara Mazahreh, 22-year-old Lehman senior.

“Black History Month is a time when black people can shine. There was a period in time where they were judged by their features and the color of their skin; thankfully, this is no longer the case, and being black is acknowledged, celebrated and appreciated. This is a time where we look back on how far we’ve come as a society and are able to use this as motivation to keep fighting for change.” Carina Campos, a 27-year-old Lehman senior.

 “It’s a time to learn and be united. To embrace differences and celebrate a culture.” Cinthia Serrano, a 24-year-old Lehman junior.

Lehman Scholars Program is ‘The College Within the College’

By Allen Mena

Lehman’s Honors Program Director, Gary Schwartz (Photo Credit: Macaulay honors college website)

“‘Real college’ gets lost in the chasing of grades and credits that often occurs in big name universities,” says Anna Purves, an English professor who teaches in the Lehman Scholars Program (LSP). Its purpose, she explains, “is to create the college within the college,” and provide a challenging experience for those students who are able to handle higher-level thinking and analysis, as opposed to rote memorization.

Only 20 students are allowed into the LSP program, which prides itself on “Socratic-style” seminars. This method originates from Socrates’ teaching method of posing open-ended questions and letting students answer them and gain knowledge from each other as well as him, as opposed to just him reciting information, according to Professor Gary Schwartz, Honors Director and head of the LSP program.

This is very different from typical lecture halls, where professors have to provide nearly all of the information with little input from students besides clear wrong or right answers. Seminars usually focus on unique topics and deal with questions that do not have a clear answer, and can be defended or refuted, depending on the given evidence.

“In a seminar, the emphasis is on the student’s ability to defend his or her point of view. That is where real debate starts and students learn from each other more than the professor,” Purves explains. “A seminar is not supposed to be a teacher pontificating. Instead it's a roundtable where conversation flows freely… There are supposed to be fewer than 18 students, and because of the small class size, everyone tends to participate more.”

LSP students also praised these benefits of the seminar.

“Smaller class sizes are a plus for me and the professors focus on every student as opposed to regular Lehman courses that I take,” said Moesha Williamson, a sophomore food and nutrition major in the LSP Program.

“I like how the small class sizes of the LSP courses allow for a better connection between peers and professors,” said Jensy Ross, a health and environmental science major of class of 2022 who is enrolled in both the LSP program and Macaulay Honors College. “For me, this creates better courses and better experiences from them.”

Schwartz agreed. “I think the seminar configuration is the most valuable way to communicate and learn and grow. We tend to encourage our fellow students when we are in smaller classrooms. It really promotes community and it’s a place where seeds are planted, and that is what seminar-style courses really entail. And so far, it worked.”

Students are admitted on a case-by-case basis, through a private interview, a review of the student’s GPA, and their extracurricular activities. Both high school and current Lehman students can apply but must have less than 60 credits.

Purves highlighted the holistic nature of the program. “We address the whole person and we have casual conversations that go outside the classroom,” she said. “It is important for students to have an outlet for conversations and staff to build personal relationships with. And when students get to have these conversations, they become more engrossed in their classes.”