If one were to poll the 1,200 students in Johns Hopkins University’s most recently
admitted class, virtually every individual would name a different reason for selecting
Hopkins. Some would doubtlessly cite top-ranked programs and world-class faculty, while
others might offer up the lush campus grounds, the startling variety of activities, or simply
the “feel” of the place. Contrary to popular opinion, there isn’t only one select type of student
who finds Hopkins fascinating. Similarly, there isn’t only one select type of student for
whom Hopkins is an excellent fit. While the university continues to conduct leading work
in the field of medicine, budding scientists and future physicians are not the only intellectuals
best served by the undergraduate experience; in fact, prospective students do themselves
an injustice by stopping there! With numerous well-respected (and highly ranked)
programs in the Humanities, the Social Sciences, and Engineering, a Johns Hopkins education
promises excellence in every discipline.
Hopkins was the last stop on my long list of senior year college visits.
New Haven, New York, New Jersey—up and down the Turnpike, these cities and
the institutions within them each bore witness to the team of my mother’s and
my, ‘positive attitude,’ and Polaroid camera respectively in tow. Although a large
part of my visit to JHU was given over to an Admissions Office open house program,
my decision ultimately hinged on the most quintessential of campus visit
options: the overnight stay. Shepherded from a cappella concerts and improv
comedy to an evening game under the lights and several late-night parties, I
found myself mentally bumping Hopkins to unforeseen heights on my college
hierarchy. Blame it on the eclectic energy and powerful voices of the Mental
Notes, clad in their signature Hawaiian shirts; blame it on the oversized Blue
Jay mascot stalking the sidelines. From the words of a winning departmental
chair (who sold my mom) to the welcoming wisecracks of upperclassmen (who
sold me), conversations with campus personalities radiated a warmth and sincerity
far beyond what I expected from one of the nation’s preeminent research
universities. I believed it then and I believe it now, nearly six years later: While
a Hopkins education may be considered a rarefied experience, the people are
what make the place so extraordinary.
Founded in 1876 by railroad magnate and philanthropist Johns Hopkins, the institution
was the first of its kind in the United States. Curiosity and independence were the
watchwords for this new establishment, headlining a tradition of exploration and inquiry
that continues even more strongly today. Material examples of this educational philosophy
are evident in the university’s open curriculum, the availability of undergraduate research
opportunity, and the amalgam of student organizations, ever in flux. This philosophy
encourages students to take responsibility for their own education in a uniquely powerful
way—those who are willing to ask questions and to dig deeply make the most of the
Hopkins undergraduates spend the majority of their four years on the Homewood
Campus, a 140-acre swath of green in northern Baltimore City. Only three miles from
the city center and tourist district, bordered by two busy thoroughfares, Homewood is an
accessible, urban campus with a surprisingly rural feel. Georgian structures and fleets of
sweeping marble stairs lend a collegial uniformity to the extensive, pedestrian grounds.
Dotted with lampposts and a variety of flowering trees, the campus is an aesthetic triumph
(and as such, is often a surprise to visitors expecting the raw, the gritty, or the hectic).
Boasting a modest population of approximately 4,700 undergraduates, Homewood
houses both the Krieger School of Arts and Sciences and the Whiting School of Engineering.
Relatively compact departments and their corresponding faculty cohorts create an intimate
learning environment, lending courses the air of a much smaller liberal arts college.
The Hopkins Umbrella
Still, don’t be fooled! New arrivals to Homewood will soon discover what locals have
learned long ago: the “Hopkins umbrella” stretches far and wide, encompassing a good
deal of Baltimore and the world beyond. Free shuttles run from Homewood to the Schools of
Medicine, Nursing, and the Bloomberg School of Public Health in East Baltimore, after making
a stop at the Peabody Institute Conservatory of Music just south of campus. The Nitze
School of Advanced International Studies (also known as SAIS) is based in Washington, D.C.,
and maintains campuses abroad in China and Italy. Students also have access to the School
of Education, The Carey Business School, and finally, the Applied Physics Laboratory. Some
of these divisions offer specific undergraduate programs, while the remainder provides
opportunities for post-graduate studies, independent research, or employment. Ultimately,
no interdivisional work is mandatory; however, if a student seeks adventure away from the
Homewood quads, the rest of the university and all of its resources are waiting.
At Hopkins, students need not choose between the rural or urban, the small or expansive;
the university somehow manages to provide and to be something slightly different for
everyone. With that said, be forewarned: Hopkins students don’t view these, or any other defining
features, as “compromises.” They fully feel as though the best of all worlds is accessible.
While most alumni would probably agree that Hopkins provided well for them both
academically and socially, the university isn’t resting on its laurels. Within the past several
years, eight new buildings have been added to campus and several additional initiatives are
well underway. From Clark and Hodson Halls to state-of-the-art new chemistry and computational
sciences buildings, facilities for research and teaching have grown larger and
glossier. Through the construction of the new arts and recreation centers, the rich extracurricular
lives of Hopkins students have been not simply acknowledged, but commended and
encouraged; their existence makes good on the notion that a Hopkins experience isn’t
solely academic. Mason Hall, a new quad area, complete with academic facilities and the
university’s visitor center, and Admissions Office fleshes out the south end of campus.
All told, these additions are indicative of a reflective, self-evaluative university that
doesn’t feel immune to critique. Hopkins embraces change per se, but perhaps more importantly,
recognizes the need for an evolution that builds upon distinctive features and existing
traditions. As noted by the second president of the university, Ira Remsen, in regard to
campus construction, “[o]ur general plan should determine the style of architecture and
arrangement of buildings appropriate to the gradual development of the campus so that in
years to come the groups…will form a symmetrical whole.” This passage is easily applied
to the university at large; in reinventing its various parts, attention to the greater whole—
the bigger picture—isn’t just a priority, but a consistent practice.
Within the School of Arts and Sciences and the School of Engineering, the philosophy
of education manifests itself in numerous ways. Students are given the opportunity to both
focus and expand their academic interests through traditional coursework, independent
research, internships, and study abroad experiences. In and outside of the classroom, within
Maryland or overseas, Hopkins students are hard at work fulfilling the mission of JHU’s first
president, Daniel Coit Gilman: “[t]he object of the university is to develop character… Its
purport is not so much to impart knowledge to the pupils as to whet the appetite, exhibit
methods, develop powers, strengthen judgment, and invigorate the intellectual forces.” Once
students have gained admission to Hopkins, it’s up to them to best utilize what they’ve earned.
At Hopkins, work within the classroom is divided into two loosely defined areas: departmental
requirements and distribution credits. Unlike many of its peer institutions,
Hopkins doesn’t instate any type of core curriculum. The only “must-take” classes fall
within students’ self-selected majors or minors, allowing individuals the opportunity to
craft a changeable course of study that meets their needs.
Major and Distribution Credits
With thirty-seven majors in Arts and Sciences, thirteen in Engineering, and forty
minors ranging from Ancient Law to Theatre Arts and Studies, students have a great
deal from which to choose; however, due to the absence of a core curriculum, most aren’t
limited to one field or one major. More than two-thirds of Hopkins undergraduates complete
a double major or minor in four years. It’s also very easy to shift between majors or
schools if the need arises. As Hopkins students become accustomed to the wide variety of
academic options at their disposal, changes inevitably occur.
One of my good friends began his time at Hopkins with interests in computer
science; however, after taking several Chinese language and cultural
courses, he decided to add a double major in East Asian Studies. After graduating
last May, he accepted a teaching position in Beijing, China, and loves it.
While majors and minors encourage intellectual focus (and occupy the majority of
students’ time and energies), part of an average semester is usually given over to “distribution”
credits. These courses, taken in areas outside of the major field of study, provide the
opportunity to expand and explore. Though technically required, they maintain balance in
a curriculum, offering the new, the diverse, and the challenging.
As an English and history of art double major, I was obviously oriented
toward the humanities; however, I wasn’t prepared to sacrifice my fascination
with the natural sciences as I moved into college. Hopkins allowed me to do both.
From ‘Gen. Bio.’ and Biological Anthropology to an engineering course on art
historical preservation and conservation, I was able to self-tailor my curriculum
to my interests.
Consequently, students do receive a liberal arts education at Hopkins; however, their
collective experience is marked by greater freedoms and increased autonomy. The structure
is there, but the specifics are up to them.
Another way in which the university encourages academic investigation is through its
current system of covered grades.
During the first semester of freshman year, students will register for and participate
in courses as they normally would; however, the final grades they receive will be covered,
appearing on their transcripts as either “S” or “U,” “satisfactory” or “unsatisfactory.”
The rationale for this system is twofold: first and foremost, it encourages freshmen
to sample a diverse array of courses without the threat of poor performance as a deterrent.
Second, and perhaps more subtly, it supports the notion that college isn’t just academics;
it is an all-consuming, holistic experience and it should be treated as such. The first semester
of freshman year is filled with stimuli. There are friends to meet, clubs to join, a campus
to comprehend, and a city to explore, not to mention a series of rigorous courses with
which to grapple. “S/U” allows students to enjoy the immersion process while slowly,
humanely, preparing them for their next seven semesters.
There is little doubt that the average
university student could be kept
busy with courses alone, yet would class
hours, problem sets, exams, and papers
really provide enough intellectual fodder
for the Hopkins undergraduate?
From the look of it, apparently not—
more than two-thirds of JHU students
will conduct meaningful research by
the time they graduate.
Research is the real meat of the
undergraduate diet. Substantial, sustaining,
it isn’t just theorizing—it is the direct application, the fleshing out, of those theories.
With a broadly based definition encompassing classical laboratory work, self-crafted
classes, honors theses and capstone projects, internships, and study abroad experiences,
an independent research opportunity is one of the university’s signature offerings.
Hopkins undergraduates can become engaged in research as early as freshman year
and in every major. Academic advisors, faculty, and departments all help students find topics and projects right for them. While some students choose to contribute to the work of a professor
or colleague, others design their own projects with assistance from a faculty mentor.
Many undergraduate research projects are realized with help from fellowships,
grants, and additional funding. Incoming freshmen have the opportunity to submit proposals
for a Woodrow Wilson Undergraduate Research Fellowship when they apply for admission
to the university. If selected, students receive a stipend of up to $10,000 to conduct
original work. Current scholars benefit from the Provost’s Undergraduate Research Awards
(PURA), a program that sponsors around fifty students a year and provides grants of up to
$3,000. Although these are only two examples, they demonstrate the administration’s serious
dedication to undergraduate research, both in theory and in practice.
Examples of Undergraduate Research by Department
- Anthropology: Women’s Movement and Reproductive
Health in India
- Civil Engineering: The Qualifications of 19th-Century
American Truss Bridges as Structural Art
- Film and Media Studies: “2:37 A.M.” A Film
- History of Art: Visions of the Virgin
- Near Eastern Studies: “The Investigation of New
Kingdom Occupation at the Temple of Mut in Luxor,
- Neuroscience: The Role of Perivascular Cells in HIV
- Political Science: Thwarting the Terrorist Threat:
Lessons from the Israeli-Turkish Experience
- Writing Seminars: “Lost Writers and their Lost Works”
Internships, Study Abroad, and Intersession
Though internships and study abroad experiences aren’t commonly categorized as
research, they do incorporate the element of experiential learning so critical to a
Hopkins education. By investigating a profession or exploring a city, a country, or a culture,
Hopkins students can test what they’ve learned in the classroom through direct, on-site
The Office of Academic Advising and the Career Center each provides resources for
students interested in pursuing formal internship programs or more casual career exploration.
Examples of recent internships include work at the American Enterprise Institute,
Microsoft, Amnesty International, the Metropolitan Museum of Art, National Public Radio,
the United States Congress, the World Health Organization, and Yahoo Inc. Internships can
be conducted for university credit, for a salary, or simply, for the experience itself.
While I didn’t personally choose to study abroad, my junior year was
filled with comings and goings as friends traveled to all parts of the globe.
Glowing reports of art history in Scotland and robotics in Japan were sent via
e-mail; others went rafting in Australia and hiked Machu Picchu in Peru on
days when classes weren’t in session. More than simply an academic experience,
study abroad fostered a genuine kind of growth and change in those who chose
to take it on. Even now, some just can’t let it go—my suitemate who went to
Barcelona is still talking about it!
Study abroad opportunities, like internships, are easily coordinated and readily available.
Hopkins students can work with the Office of Academic Advising or organize something
independently; with several campuses abroad and more than 300 students living and working
overseas each year, the university maintains a highly respected international presence.
For those students who feel as though adequate time for these options isn’t available
during the academic year, Intersession provides an excellent outlet. Similar to the
“J-Terms” or “Wintersessions” offered at other institutions, Intersession is a three-week
block of time tacked onto the end of mid-year vacation. Students can stay home if they wish;
however, a good number choose to return to campus. One- or two-credit classes are offered,
allowing students to lighten their course loads for spring; recreational courses are also available,
along with time for research, internships, or short study abroad adventures. Popular
offerings include a renaissance art program in Florence, Italy, a behavioral biology trip to the
Galapagos Islands, and a financial course that culminates in a trip to New York City.
At every stage, on every level, Hopkins students are actively involved in
the acquisition of knowledge. I wanted a place where the students were genuinely
interested in learning…not just a place for people who were ‘smart.’ Here, professors
don’t expect you to [only] know what they taught. They expect you to take
what they taught and teach yourself. It’s a place where [people] are only limited
Most Popular Fields of Study
Over the past several years, the number of applications submitted to the Office of
Undergraduate Admissions has increased approximately fifty-two percent, making the highly
selective process that much more challenging. Still, gaining admission to Hopkins isn’t
impossible and numbers aren’t everything. In order to matriculate a highly diverse and wellcrafted
class each year, Hopkins admissions counselors have the luxury of reviewing each
applicant individually. A 4.0 GPA and flawless standardized testing won’t guarantee admission;
students must demonstrate a promise of contribution in and outside of the academic
arena. From artists and athletes to class leaders and community citizens, students with commitment
and passion consistently prove most successful in the application process.
Prospective students have several application options and submission deadlines from which
to choose. Hopkins accepts its own application, as well as the Common and Universal
College Applications; all are available online and in paper form. Similarly, students can choose
between an Early Decision and a Regular Decision program with deadlines of November 1 and
January 1, respectively. While Regular Decision is much more flexible, Early Decision is binding,
and thus best suited to those students who are sure Hopkins is their top choice.
Applications are evaluated using a number of specific components, some more academic
and others more extracurricular in nature.
- Within the academic sphere, the transcript will prove the most helpful. Not only will it
demonstrate how well a student has done, but also (and perhaps more importantly), it will
indicate how challenging that student’s course load has been. Raw grades and class rank
don’t tell the whole story; an assessment of rigor, or difficulty, in a curriculum demonstrates
that student’s investment in the act of learning.
- Standardized testing is also considered an academic component. Though by no means the
final word on a student’s intellect or abilities, the SATs and ACTs provide some consistency
- The summation of extracurricular involvement is weighed very significantly in the selection
process. While some students choose to use the space allotted in the application to detail
their activities, others enclose a resume or extended list. Regardless of the method used, this
description of involvement is an essential indicator of contribution at the collegiate level.
The admission committee is looking for variety and diversity of activity, but also for leadership
- Required essays, of late, have taken on a creative bent. The most recent offering is the
following: Communities define our lives. Those you were born into, those you make yourself,
and those you fall into by accident—communities of all types influence us and help
shape us. Describe a defining community in your life and what it means to you. While this
topic is certain to be exchanged for another eventually, the focus on originality and creativity
will remain. Essays are the best opportunity to share something new or something
unique that may not be readily available in other parts of the application. While admissions
counselors hope to see strong writing, they are most concerned with content.
- Two recommendations are required, one from a teacher or instructor and one from a
guidance counselor. These should supplement the essay in detailing the character of the
Keep in mind that the admissions committee takes great care to understand the differences
between schools, towns, states, and regions. Not every student has access to the
same opportunities; all the committee asks is that an individual has delved deeply in that
which is available.
Though a Hopkins education could hardly be called inexpensive, the Office of
Student Financial Services seeks to make the experience affordable for students and their
families. Forty-eight percent of all undergraduates receive some kind of financial assistance.
The university is committed to funding as much of a family’s “demonstrated need” as
possible, a figure determined using national and institutional criteria. Although the majority
of aid offered is need-based in nature, limited merit scholarships are available.
Approximately twenty Hodson Trust Scholarships of $25,500 are offered each year, along
with two full-tuition Westgate Scholarships for engineering students. The university has
also recently partnered with Baltimore City public schools in offering full tuition scholarships
to eligible city students admitted to the university who are also city residents.
Student Financial Aid Details
Clubs and Organizations
With more than 350 clubs and organizations from which to choose, students are provided
with everything and anything extracurricular. Offerings range from publications
to political organizations and from cultural and religious groups to club sports teams
and community service. Like their varying memberships, these activities reflect the diversity
of the Hopkins community.
Founded, led, and governed by students, these organizations, not surprisingly, retain
a great deal of autonomy. While there should be something for everyone, in the event that
there isn’t, any group of students, large or small, can request funding to begin a club of their
own. As a result, the greater body of extracurricular activities is ever evolving. Introduced
at an expansive, open-air fair that traditionally follows the week of freshman orientation,
student groups vie for the attention of new members.
I don’t believe I’ll ever forget my first activities fair. As I browsed up and
down the rows of folding tables, sense and sensibility were assaulted—literally!
Back issues of The News-Letter were thrust into my arms, already filled with flyers
from the Outdoors Club, Student Council, and the Admissions Office. Dodging
the oars extending from the crew team’s table, I offered up my contact information
in exchange for handfuls of Lifesavers or Tootsie Rolls, along with promises
for fun times in the future. Though I probably signed up for too much, I soon
became convinced that at Hopkins, there was rarely a dull moment.
Arts and Music
With Peabody Institute just down the road and the Mattin Student Arts Center located
right on campus, students are surrounded with opportunities for the fine arts at
Hopkins. Although Peabody does offer several options for undergraduate degrees, interested
students are able to pursue coursework, ensemble participation, and private lessons in a more
informal way. Membership in the Hopkins Symphony Orchestra, the JHU Band, the assortment
of a cappella groups, and other music organizations on campus is a popular pursuit and
generally available by audition. In addition, concerts given at Peabody and at Homewood are
available for Hopkins students free of charge. The Mattin Center provides an assortment of
art and dance studios, a black-box theater, darkrooms, a digital media lab, music practice
rooms, and multipurpose meeting space for student groups. From the Hopkins Studio Players
and Witness Theater, to the Gospel Choir and the Indian Cultural Dance Club, the variety of
organizations dedicated to the arts fosters Homewood’s collective creativity.
On several occasions throughout the academic year, Hopkins students convene as a community
to learn, to listen, and on many occasions, to kick back and relax. On balmy days
in the fall and spring, “the Beach,” an extended, grassy space between the library and North
Charles Street, is packed with students. Armed with blankets, books, radios, and Frisbees,
groups convene to soak up the sun en masse. The Hopkins Organization for Programming, or
the HOP, brings comedians and other performers to campus, while coordinating with
Student Council to organize casino nights, club nights downtown, and concerts. Friday Night
Films shows movies, often working in conjunction with the JHU Film Society.
Incoming students and upperclassmen alike anticipate Orientation, a week-long affair
that precedes classes. Organized by a large executive staff and several hundred volunteers, its
academic sessions and social events are well attended by all. The fall semester also witnesses
a weekend-long Fall Festival, plus Culturefest and the Milton S. Eisenhower Symposium.
Culturefest, a week-long series of lectures, discussions, and social activities, seeks to promote
appreciation for diversity and tolerance, while the M.S.E. Symposium, the longest student-run
lecture series in the country, increases campus and community awareness of national issues.
Recent topics have included: “The Great American Experiment: A Juxtaposition of Capitalism
and Democracy”; “Rebuilding America: Peace and Prosperity at What Price?” and “A More
Perfect Union: Partnership, Progress and Prosperity in a Changing America.” Past speakers
have included Maya Angelou, Rubin “Hurricane” Carter, Ann Coulter, Kareem Abdul Jabbar,
Patricia Ireland, Spike Lee, Nelson Mandela, Bobby McFerrin, Michael Moore, Will Ferrell,
and Valerie Plame Wilson.
The second semester at Hopkins is equally full as activities capitalize on Baltimore’s
temperate climes. Students enjoy socializing at Spring Fair, an enormous student-run carnival
complete with rides, “fair food,” craft booths, and live entertainment. The complexity
of the event’s many components requires assistance from a staff of sixty coordinators and
more than 200 student volunteers. Traditionally following Fair weekend, Homecoming
brings generations of alumni back to Homewood. Convening for brunches, luncheons, the
big game, and a good dose of nostalgia, families and friends mingle with current students
in celebrating Hopkins.
I came to Hopkins thoroughly ambivalent toward anything ‘Greek.’
With a mother who served as the president of her sorority years ago, I felt as
though my own collegiate experience would be perfectly satisfying without the
influence of sorority life. Though this mindset did follow me through to graduation,
I was pleasantly surprised to find a much less intense, much more welcoming
group of organizations than originally expected.
With eleven fraternities and twelve sororities, the Hopkins Greek System and its
process of rushing and pledging is much more of a “match to be made” rather than a
means of establishing one’s social status. Events are usually open to everyone; weekend fraternity
parties and community service activities include members and nonmembers alike.
While naturally these groups attract different types of students and boast varying campus
reputations, all seek to serve their members through academic, social, and communityminded
outlets. As such, they provide well for those students seeking a Greek system; however,
rarely is being “Greek” all that one is or all by which one will be defined.
For a student’s first two years at Hopkins, on-campus housing is required and guaranteed.
As a result, social activities tend to revolve around, or at least stem from, life in
the dorms. Students are able to select their preferred living arrangements from a series of
options: basic doubles, singles, and suite-style rooms are available during the first year,
while larger apartments supplement the second year’s offerings. During this time, individuals
live, dine, study, and relax together; lasting friendships are made, strong social networks are formed, and commonalities are discovered, even between the most disparate of
personalities. With the advent of junior year, most students move off campus to apartments
or row houses with friends. Though university-owned housing is available, the Off-Campus
Housing Office is accessible to assist students. Few residences are more than two or three
blocks from Homewood, encouraging continued involvement in club meetings, concerts,
sporting events, and parties. The university has also just completed construction on Charles
Commons, a 300,000-square-foot upper classman housing, dining, and retail complex. Still,
the move off campus will have many upperclassmen looking increasingly toward greater
Baltimore for the weekend’s social activity.
Student Enrollment Demographics
Student Graduation Demographics
With varsity, club, and intramural options available at two interconnected facilities on the
north end of campus, athletics are a priority for more than three-quarters of the students
at Hopkins. Twelve varsity teams for women and fourteen for men compete at the Division III
level, while both men’s and women’s lacrosse contend in Division I. Despite excellent performances
from many of its Division III teams, few Hopkins sports fans would argue with the fact
that men’s lacrosse, National Champions in 2005 and 2007, is the great love of the institution.
From the opener straight through to Homecoming and the season’s end, the Blue Jays pack the
stadium; thousands upon thousands of pennant-waving, sign-wielding, blue-painted students,
faculty, staff, and alumni fill the stands, ready to cheer their team to victory.
For the more casual participant, club and intramural teams offer numerous ways to
get in shape or to stay active. With both traditional and more eclectic options available
(wallyball and inner tube water polo come immediately to mind), competition is friendly and
open to all. A de facto home base for these groups, the Ralph S. O’Connor Recreation Center
offers basketball, volleyball, racquetball, and squash courts, weight and fitness rooms, several
studios of various sizes, and a two-story climbing wall.
Johnny Hop, the Hop, JHU…University
nicknames are plentiful and prominent
in campus-speak. Though most are
viewed with a certain degree of fondness, the oft-maligned “John Hopkins”
instills more ire (and more mockery)
than any other. Why the extra “S” you
ask? The university was named after
Johns Hopkins, a young man blessed
at birth with two last names. (“Johns”
was actually the maiden name of his
great-grandmother, Margaret Johns.)
A favorite local fact, the source of the
university’s eclectic moniker will win
you points with any campus tour guide!
Life after college isn’t as terrifying a thing as it might appear; after years of working
and living independently, most Hopkins students are more than prepared to meet postgraduation
challenges. Assisted by the Office of Academic Advising, the Career Center, and the
Pre-Professional Advising Office, students who know what they’re looking for (and students
who don’t) are provided extensive resources to help them along.
The Hopkins emphasis on lifelong learning
isn’t a fiction; more than eighty percent of Hopkins
students continue on to earn graduate or professional
degrees within ten years of graduation, the
highest percentage in the nation. Similarly, for students
interested in professional institutions, the rate
of acceptance is equally impressive. Approximately
ninety percent of medical school applicants who participate
in the premed advising process are accepted,
which is more than twice the national average; similarly,
ninety-two percent of those who apply to law
school are accepted.
The Alumni Association for the Johns Hopkins
Institutions provides numerous resources for the
recent graduate. With career networking and professional
development opportunities, social activities,
and events for young alumni, the association is the
tie that binds hundreds of thousands of members in more than thirty-five United States chapters and more than twenty international clubs.
Wherever they go, wherever they find themselves, Hopkins alumni can always rely on support
from their own. Indeed, as the T-shirts given out by the athletic association proudly
read, each graduate is “forever a Blue Jay.”
- Woodrow Wilson, Ph.D., 28th President of the United States
- John Astin, actor, Most Notably of The Addams Family (TV)
- Michael Bloomberg, Mayor of New York City; President and CEO of Bloomberg Financial Network
- Rafael Hernandez-Colon, Former Governor of Puerto Rico
- Russell Baker, New York Times Columnist and host of Masterpiece Theatre
- Antonia C. Novella, Former Surgeon General of the United States
- Wesley Craven, Director of Nightmare on Elm Street and the Scream films
- Jody Williams, 1984 Nobel Peace Prize winner
- Corbin Gwaltney, Founder-President of The Chronicle of Higher Education