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BABSON COLLEGE Student Success Annual Report 2025-2026

A message from Ryan Travia, Ed.D., FACHA, Associate Vice President for Student Success The Student Success Portfolio is comprised of the following departments: Accessibility Services (DAS), Case Management and the CARE Team (Babson CARES), Counseling and Psychological Services (CAPS), Office of FirstGeneration Student Success (OFGSS), Student Advising & Success (SAS), Student Health Services (SHS), and Wellness & Prevention Services (WPS). After serving as Babson’s de factor director of case management for the last 10+ years, I was pleased to open the College’s first dedicated Case Management and CARE Team (Babson CARES) Office this past summer. Maggie Tharpe joined Babson as a case manager in June 2025, and Lauren Cyr started as director of Babson CARES in July 2025. Together, Lauren and Maggie provide oversight, administrative support, and direct case management services for students who may be facing challenges related to academics, adjustment/transition issues, family dynamics, mental health, and/or overall well-being. Babson CARES provides an individualized analysis and response to several hundred CARE referrals annually. They have refined and streamlined our triage and intake process, centralized notetaking and recordkeeping, and enhanced our data analytics capabilities, enabling fellow members of the CARE Team to function in more of a consultative capacity, creating a more balanced role for these campus administrators who have historically pulled “double duty” as committee members and case managers. In addition to leading the CARE Team, Lauren and Maggie have also assumed primary responsibility for managing the day-today operations of Babson’s new food and resource pantry, aptly named “Stock & Exchange.” This much-needed and wellutilized resource hub opened its doors in Hollister Hall on September 12, 2025, providing shelf-stable and nutritious food options and hygiene products for undergraduate and graduate students who may be experiencing basic needs insecurities. Michael Prinkey, Manager, Office of First-Generation Student Success, led the process to conceptualize, design, and build out “Stock & Exchange”. Babson faculty, staff, and alumni have generously provided a combination of tangible, in-kind and financial donations to support this effort. In March 2026, we distributed over 2500 items (an all-time high for the year) and provided over 12,000 items over the course of this past academic year. While we have relied solely on inventory as a proxy for utilization, we recently installed a card reader on the pantry door, which will enable us to gather data on the number of unique and repeat visitors as well as additional metrics to measure impact. Across the broader Student Success Portfolio, the team worked diligently this year to automate their monthly departmental dashboards. As part of a larger project to launch Babson’s first data warehouse, we collaborated closely with campus partners in ITSD and our external vendor, EAB, to create a data warehouse, integrating seven disparate systems of record into one data lake. “Edify is an AI-powered higher education data management platform that combines robust data warehousing with userfriendly analytics tools to deliver real-time insights… [enabling] data-driven decisions with speed and confidence.”1 The efficiencies that this initiative have created by capturing live-time data and monthly snapshots has yielded significant time savings, enabling staff to do what they do best: providing high-quality, high-touch support and care to Babson students. This year’s annual report summarizes the work led by each of the departments within Student Success, including utilization and student satisfaction data, programmatic highlights, new initiatives, and outcomes. Various initiatives are linked to the President’s Critical Few Objectives, demonstrating not only how well-being is the key driver to academic, personal, and professional success, but inextricably linked to student retention, persistence, graduation rates, and career outcomes. About Babson Student Success Taking an integrative, synergetic, student-centered approach to developing entrepreneurial leaders by providing a seamless and supportive living-learning environment that prioritizes selfadvocacy, health, and well-being as central to academic, personal, and professional success. 1 Edify. (n.d.). AI-Powered Data Management Platform for Higher Education. https://eab.com/solutions/edify/

Accessibility Services (DAS) 1,2,3, 4,5,6

Accessibility Services is committed to fostering inclusive excellence by collaborating with and empowering students with disabilities. We coordinate individualized support services and programs that ensure equal access to education and college life. Through advocacy, partnership, and innovation, we strive to create a campus environment where all students have the opportunity to thrive. Meeting Growing Needs with Thoughtful, Student-Centered Support

During the 2025–2026 academic year, DAS experienced continued growth in demand, serving approximately 13.65% of the total graduate and undergraduate student population. This increase reflects national trends, particularly in mental health and attention-related conditions, and is accompanied by greater complexity in student needs. Students are seeking more individualized accommodations, expanded use of assistive technology, and an increasing number of specialized housing and dining requests.

Percentage of Students with Accommodations Enrollments with DAS

Academic Year

1,2,3, 4,5,6

2025-26

628

(13.65% of Total Enrollments)

2024-25

637

(15.55% of Total Enrollments)

2023-24

549

(11.82% of Total Enrollments)

4,645

2022-23

493

(10.64% of Total Enrollments)

4,632

547 Academic

16K+

Total Accommodations

151

Medical Housing

4,096

Most Common Disability Categories Among Registered Students Students with Accommodations by Classification

269

203

112

ADHD

Mental Health

Dyslexia

Students registered by gender

Master Master Master Students Students Students (Class(Class of '27)of ’27) Bachelor Bachelor (Class of ’26)3.5% Students (Class of 3.5% Students 0.6% '26) (Class of19% ’26) 19%

First Year 21%

Other 1%

At the same time, evolving patterns in student engagement, including lower responsiveness and increased requests for academic flexibility, contributed to the level of support required. Faculty concerns regarding the volume and academic impact of accommodations, as well as rising academic integrity considerations related to AI, remained consistent with broader higher education trends. Despite increased volume and complexity, DAS remained focused on providing consistent, equitable, and timely support.

628

4,600

Total Enrollments

In response, we expanded capacity across exam services, housing, temporary medical accommodations, and key programs, including Education Abroad and short-term programs, Babson Begin London, and the Arthur M. Blank Summer Program, the January cohort, including transfer students. While this growth expanded access, it also increased the need for coordination across campus and put continued strain on staff capacity.

Total Registered Students

Total Enrollments

Female 42.3% Male 56.8%

Junior 28.5% Sophomore 27.4%

13% of the graduating students were affiliated with DAS

400

83 Undergraduates (avg. GPA 3.25 vs. class avg. 3.38)

Student Applications

28 graduate students (avg. GPA 3.51) 1,2,3, 4,5,6

With the Accessibility department's support, I went from my lowest GPA to my highest in one semester. I graduated Cum Laude. Without the support of DAS that accolade just doesn’t happen. Derek Gawrys ~ Dean’s Leadership Award Recipient, MBA ’26

Dining

I cannot even begin to thank you enough for all your help these past 4 years. You define what it means to be selfless, caring, a life changer. My family and I will forever be grateful to you all. Thank you so much. Jake Thibeault ~ Undergrad Commencement Speaker, 2026

CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.

Alternative Testing 3,4,5

Total Proctored Exams by Year

Accessibility Services saw a 2.2% increase in exam proctoring this year, administering 4,694 exams. Beginning in Fall 2025, DAS assumed responsibility for all graduate-level accommodated exams, contributing to increased volume. Requests for separate-room testing rose sharply (290%), reflecting growing demand for individualized testing environments. In Spring 2026, AI-assisted conflict detection streamlined scheduling and reduced manual follow-up on exam conflicts. To meet demand, proctor staffing grew by 25%, alongside the addition of four student workers at Park Manor West. Training was enhanced through a centralized Canvas site, improving access and consistency across proctors.

Notetaking Services

We thank Rachel Cosgrove for her contributions to the College and wish her the best following her departure at the end of Spring 2026.

3,4,6

Student demand is shifting from traditional peer notetaking toward technology-enabled audio-recording accommodations, with Genio requests more than doubling year over year. Future planning should prioritize expanding audio-recording support while continuing to provide peer note-taking services for students who need them.

Investing in Professional Excellence Student Support Initiatives demonstrate crosscampus student support and responsiveness to rising need. ShineQuo partnership (executive functioning coaching) Career Center collaboration (autism support) Blank Summer High School Program Medical/Housing/Dining collaboration CARE Team + SAS, CAPS and SHS & WPS coordination

# student requests for note taking services (Peer Notetaking)

AY 2024-25

7.7% decrease

AY 2025-26

# student requests for audiorecording services (Genio)

AY 2024-25

122% increase 2.2X growth

40 AY 2025-26

1,2,3, 4,5,6

Professional Excellence & Institutional Engagement are highlighted thought leadership, continuous learning, and campus influence. Classroom Capture Committee AHEAD conference + webinars Glavin Office collaboration (study abroad accommodations) Public Safety partnership (physical security assessment)

Excellence in Accessibility & Inclusion Awards

Program Management & Operational Leadership show increased scope, operational complexity, and compliance leadership. Full transition of graduate accommodations + proctoring Emotional Support Animal policy update Improved DAS Website & Student Portal

1,3,4,6

The third annual Excellence in Accessibility & Inclusion Award Ceremony celebrated graduating students. The event acknowledged the dedication of faculty and staff for their dedication to promoting accessibility and inclusion for everyone. Thank you to President Spinelli and Provost Amory for their important contributions. The 2026 Award recipients are: I want to formally return the gratitude Faculty: Kerry Gibson, Associate Professor, Management and Jon Dietrick, Associate Professor, Arts and help you afforded me. Over my 20 and Humanities years at Babson, I learned firsthand what Staff: Andy Moutinho, Sr. Director, Operations, Facilities Management and Student Health Services. it takes to fully deliver quality education Students: Derek Gawrys (MBA ‘26), Thomas Thermidor (’26), Jake Thibeault (‘26), and Jolie Wyatt (’26). to aspiring minds. It takes much more than the instructors in the classroom. Thank you for being a great partner from the ASL signers in one of my first evening MBA classes I taught, leading the peer tutoring program, providing increasingly complex accommodation testing and providing the related classroom accommodations to the large population of our students who require them. It has been my pleasure and honor to work with you.

Richard Block ~ Assistant Professor, Accounting & Law Division

Case Management & CARE Team (Babson CARES) The Babson CARES Office is dedicated to identifying, supporting, and empowering students facing challenges or barriers that impact their well-being and success. CARES advances this mission by coordinating the work of the CARE Team, providing non-clinical case management, and overseeing the daily operations of the Stock & Exchange Food & Resource Pantry. Through these efforts, CARES envisions a proactive, supportive, and resourceconnected campus environment. AY 25/26 New Hires CARE Team CARE Team reviewed a total number of

286 Cases in 2025/2026 for 241 unique students History of CARE Cases

250 200

242

217

214

AY 23/24

AY 24/25

206

150

286

249

241

168

100 50 0

AY 22/23

3,4,5,6

Both Lauren Cyr, Director of Case Management & CARE Team, and Maggie Tharpe, Case Manager, joined Babson in Summer 2025 following the creation of the Babson CARES Office.

Gender Identity

AY 25/26

Top Presenting Concerns

International Status

50 42

40 33

30 20 10

17 10 5

Au g. 2 Se 5 pt .2 5 O ct .2 5 N ov .2 5 De c. 25 Ja n. 26 Fe b. 2 M 6 ar .2 6 Ap r. 26 M ay 26 Ju n. 26

Male 51% International 43.6% Domestic 56.4%

During AY 25/26, student case numbers were the highest during the Fall semester, with notable spikes in September & October. This trend likely reflects new student transitions to campus and highlights further stress during the first round of midterms and other academic deliverables. A similar uptick occurs during the end of the AY in April, as student concerns turn towards final exams, summer planning, and graduation requirements.

70 60

68 55

Class Year 49

30 20 10

0 Ju ni or

New Cases by Month

Female 49%

Fi rs tY ea r So ph om or e

1.Mental Health: Managing/Coping with Stress 2.Academic: Excessive Absence from Class, Missing Assignments 3.Personal Concerns: Family Concerns, Grief & Loss 4.Physical Health: Managing Chronic Condition

N on -D eg re e Gr ad ua te

300

Unique Students

Se ni or

Cases

A CARE case typically represents a student situation that is reviewed by the team to assess risk, facilitate outreach, and/or coordinate further support. Most students typically have one care case a year, though a handful were referred multiple times.

The CARE Team relies on referrals from Faculty, Staff, and Students to proactively identify students who may be in distress or experiencing a challenge or concern that is having an impact on their success or well-being. 218 CARE Referrals were submitted by 109 Community Members in AY 25/26 CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.

Case Management Appointments

CARES Office: Case Management Practices & Interventions

4,6

Non-Clinical Case Management Practices & Interventions The Babson CARES Office offers non-clinical case management services to students typically referred either to the CARE Team or from students seeking support directly from the CARES Office. Common Case Management practices include: Triaging CARE Referral: Screening referrals submitted to the CARE Team by the Babson community; coordinating any urgent, immediate next steps; following up with referral source to provide guidance. This process became centralized within the CARES Office in Jan. '26. Facilitated Outreach: Direct communication to a student referred to CARE to offer support, establish new touch point, and provide resources. Case Management Meetings: Provide students with non-clinical support through action planning, resource referral, and care coordination

Concussion Care Protocol In Oct '25, the Babson CARES office began administering Babson's Concussion Care Protocol in collaboration with Success Advising, Accessibility, Health Services, and Athletics. When a student receives a Concussion Care Plan, a case manager facilitates outreach to the impacted student, coordinates temporary academic provisions, and communicates relevant updates with faculty/advising. Many students receive multiple plans (2 or 3) during one concussion as their needs fluctuate. Concussion Care Plans Fall 2025 Spring 2026

Unique Students 71

32 67 28

Total

138 60

Stock & Exchange Food and Resource Pantry Student Testimonials I am really extremely thankful for this as I am a vegetarian and I was so glad to see options available for me when I wasn’t able to get to the grocery store. I relied so much on these foods to keep me going, thank you! I have struggled with disordered eating, and one of the biggest ways I have struggled is not getting food until I’m physically ill. The food pantry, especially having instant and easy meals, gives me a place where I know I can get food on campus. I’m so grateful that this is a resource Babson provides now. It has blessed me to have a guaranteed place to know I can feel sustained and full to fuel my academic endeavors.

# of Times 134

Unique Students

125 106

Triaged CARE Referral

Facilitated Outreach

Case Management Meetings

Student Testimonials

I just wanted to express my gratitude for all your help and support...I just really appreciate how patient you were with me. I know it didn't seem like it, but your energy definitely calmed my nerves. I knew I was in good hands. I truly appreciate you taking the time to look through the applications and for all the support and guidance you have given me throughout this process. I also really appreciate your offer to be copied on the emails and to help advocate if any questions come up from the committees. That means a lot to me during this difficult time. Thank you again for your kindness and encouragement.

2,4,6

A joint collaboration between the CARES Office and the Office of First-Gen Student Success, Stock & Exchange Food and Resource Pantry opened its doors to students on September 12, 2025. Designed to support students experiencing food and resource insecurity, the pantry offers a wide array of shelf-stable food options and hygiene products. The CARES Office promoted CARES services and the Stock & Exchange Pantry through Student Success signature programs, including a hands-on meal-prep activity at the Love Yourself Wellness Fair.

Top Items Distributed 1.Granola Bars (~2,400) 2.Microwaveable/Instant Meals (~1,850) 3.Laundry Detergent (~1,050 Tide Pods) 4.Pasta/Rice (~900 Boxes) 5.Beans/Vegetables/Canned Goods (~600) 6.Body Wash (~670 Bottles and Bars of Soap) 7.Toothbrushes (~500) 8.Cereal (~500 Boxes)

AY 25/26 Highlights The Babson Community (Staff, Faculty, and Alumni) donated over $12,000 and contributed ~ 6,000 items to support the operations of Stock & Exchange in its inaugural year. The pantry distributed over 12,000 items to students over the course of the year with a peak of over 2,500 items distributed in March '26 alone. Demand for the pantry accelerated rapidly with usage increasing from month-to month reflecting a growing awareness and significant need for this resource amongst the student population.

Counseling and Psychological Services (CAPS) The mission of Counseling and Psychological Services (CAPS) is to provide high-quality, responsive, inclusive and flexible mental health services to all eligible Babson undergraduate and graduate students, supporting wholeperson wellness and empowering students to thrive in their endeavors during and beyond their time at Babson. CAPS provides three essential roles for advancing the educational mission of Babson College. History of Total Number of Student Appointments CAPS provides confidential clinical mental health services to Babson students through short-term individual counseling, crisis intervention, case management and brief same-day appointments intended to assist students with solution focused interventions.

CAPS conducted a total number of 2994 student appointments in 2025/2026 with 384 unique students.

Race & Ethnicity

African American/ Black 34

No Response 155

Multi-racial 13

White 116

Class Year

Gender Identity

First Year

Sophomore

101 74

Junior Senior

Graduate

61 0

100

7.75 250

2025/2026

Top Services at CAPS for 25/26

Sessions

Clients

Individual Counseling Session

1093

225

Case Management/Collateral Consults/Referrals

492

129

Intake Assessment

268

Contact with Client

252

105

Athletics-Student Consult

Voluntary Medical Withdrawal Student Case Management

148

Student Case Management Meeting

Crisis Session

Same Day Solution Focused

Termination Session (planned end to therapy)

129

Psychiatry

Hospitalizations

Triage

Psychiatry Intake Assessment

2021/2022

2022/2023

2023/2024

228

150 100 50 0

2024/2025

1961

2354

120

Average Number of Sessions per Client

200

2994

2328

Male 158 Female 226

3066

4,6

Clinician On Call Consults After Hours:

Asian American/ Asian 62

3500 3000 2500 2000 1500 1000 500 0

61 1-5 Sessions

6-10 Sessions

11-15 Sessions 16-20 Sessions

31 21+ Sessions

Uwill Utilization

Top 5 Reasons of Need for 2025/2026 1. Anxiety (40%) 2. Stress (38%) 3. Relationship Problems (23%) 4. Depression (20%) 5. Family Concerns (9%)

Average Rating for Uwill Therapy Utilization Rating: 9.27/10

CAPS Programming

Uwill offers Babson students free mental health services such as Individual Teletherapy Crisis Line Support Self-Guided Wellness Videos Top Wellness Programs by Views Easy Anxiety Fast The Mindset That Wins Interviews 3-Minute Meditation You Are Okay How to Feel Better Daily

Session Engagement

Crisis Calls 164

Telehealth Sessions 188

4,6

Campus Programming & Partnerships 4,6 Highlights

Cookies with CAPS

Client Satisfaction

CAPS at Grad Chill

CAPS at FLI Fest

4,5,6

CAPS updated its Client Satisfaction Survey to strengthen assessment efforts and improve the student experience. Results highlighted strong student outcomes: 90% of respondents reported that counseling resulted in positive change (up from 81% in 2023). 90% indicated counseling helped them function or cope more successfully (up from 78% in 2023). 80% reported counseling supported their academic success or helped them remain enrolled at Babson (up from 60% in 2023). 90% strongly agreed their CAPS clinician was empathic, listened attentively, and understood their concerns.

CAPS Takeaways for 2025/2026

Fresh Check Day & Love Yourself Wellness Fair with WPS Athletic Consultations Graduate level clinical training program with pre-doctoral psychology interns from William James College Didactic training Clinical supervision Clinical service provision Student Experience Discussion Group: Making meaning about mental health and spirituality; collaboration with Belonging & Inclusion Student leader trainings on ways to help students in distress

4,5,6

Despite a nationwide trend of declining student populations and a reduction in the overall number of students seeking services, the complexity and severity of student mental health concerns remained high during AY 25/26. Key trends: Hospitalizations decreased this year, Case management remained a significant service need. likely due in part to enhanced PHQStudents presented with higher-acuity and more complex mental health concerns. 9 screening, successful diversion to A smaller number of students required intensive clinical case management and care coordination. lower-acuity care when appropriate, Students turned to AI tools for mental health information, self-diagnosis, and, at times, guidance and ongoing CAPS follow-up for risk related to risky or self-harming behaviors. assessment and support. Students made frequent use of the Uwill crisis line for immediate support and crisis intervention. Fewer student hospitalizations occurred compared to previous years.

Clinical Outcomes

Enhanced Outcome Data Collection - the PHQ-9 & GAD-7: CAPS administered the PHQ-9 and GAD-7, nationally benchmarked screening tools that assess symptoms of depression, suicide risk, and anxiety. These assessments supported early identification of concerns, informed treatment planning, facilitated connections to appropriate care, and provided valuable data to evaluate clinical outcomes and student needs.

GAD7: 59 Minimal

The number of GAD7 screenings was significantly lower due to it being administered less frequently on paper vs. electronically (due to technical issues).

Mild

18 9

Moderate

Severe 12

Blank Entries 0

PHQ9: 535 While students may often report high levels of emotional distress, they may not meet diagnostic criteria for a depressive disorder

Minimal

161 152

Mild 93

Moderate Moderately Severe

Severe

62 0

100

150

200

First-Generation First-Generation Student Student Success Success (OFGSS) The Office of First-Generation Student Success leads a strategic vision for those first-in-their-families to attend higher education to thrive. We do so through intentional community-building, equitable access, and a strengthsbased mindset. Vision In collaboration with other College offices and faculty, we envision a campus where all students will succeed in and outside of the classroom regardless of their economic status, identity, or family of origin. Babson College will be an institution where students and their families feel proud of their first-generation identities and see “first-gen” as a strength in becoming responsible economic and social stewards, while all Babson students and families can play a part in this wider mission.

Values Inclusive Excellence

Engaged Community

Family & Advocate Success

First-gen students bring a wide array of backgrounds and experiences to Babson. We build community and belonging under the umbrella of “First-Gen,” fostering an environment where first-generation students can thrive, celebrating their achievements and fostering growth, resilience, and lifelong success.

First-gen students and the Babson campus will have opportunities to engage and reflect on our roles in our communities and how we lift others up in our pursuit towards success. Through collaboration and an entrepreneurial mindset, we address campus and community challenges and explore unique solutions.

Building on the One Babson vision that “we achieve more together,” we engage first-gen families and advocates through strong partnerships, fostering connections and opportunities that support student success and purposedriven leadership.

Programming

First-Gen Voices

Stock & Exchange Pantry: Responding to student voices, OFGSS implemented two annual Student Basic Needs Surveys, with data from both first-gen and continuing-generation students informing the creation of Babson’s food and resource pantry, Stock & Exchange. Funding & launch: In early FY26, OFGSS partnered with Advancement to raise over $12,000 in monetary donations and ~$2,000 in non-perishable goods Opening: Officially launched during FLI Fest on September 12, 2025 Ongoing impact: Managed by the Babson Cares Office, distributing an average of 1,500 food and hygiene items to students each month

In FY26, OFGSS hosted 20 community-based programs and participated in 7 events led by campus partners. This is ~64% of the programming effort in FY25. OFGSS focused on specific community-building and learning opportunities while prioritizing efforts in refining Office services and processes in FY26.

Signature Programs Winter Clothes Drive: In Fall 2026, OFGSS partnered with Advancement to share first-gen stories and support students from warmer climates with winter essentials. Fundraising: Raised $5,400 from first-generation alumni during Giving Tuesday Impact: Provided 30 students (25 first-gen) with coats, boots, gloves, and accessories Sustainability: Distributed through the Babson Cares Office to ensure ongoing support

Caio Menezes delivers remarks at the grand opening of the Stock & Exchange Food Pantry, marking the kickoff of the College's inaugural FLI Fest on September 12, 2025.

The second-annual First-Gen Cords & Awards Ceremony

OFGSS fostered connection, celebration, and student success throughout AY25/26 by hosting the inaugural FLI Fest, which connected 200 students with campus and community resources, and culminating the year with the Second Annual First-Gen Cords & Awards Reception, recognizing 53 graduating seniors and honoring students, staff, and departments for their contributions to the firstgeneration student community.

“While I do my best to provide for myself, there are times when finances simply cannot cover all the necessary expenses. The [Winter Clothes Campaign] is much more than an opportunity to acquire new clothes. It demonstrates a caring attitude toward the students in ways that they never could have expected.” - Anonymous CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.

Academic Success & Standards

Latin Honors

Academic Standards %Total Student Body Identiﬁed as First-Gen

%FG of those who appeared before Academic Standards Committee

35 30 25 20 15 10 5 0

AY22-23

AY23-24

AY24-25

AY25-26

First-Generation students in AY25-26 saw an overall decrease in Latin Honors compared to the 2024-2025 academic year. Additionally, first-gen students who appeared before Academic Standards rose slightly from FY25. During the academic year, students provided feedback about academic support services they would like to see at Babson, including weekly group study opportunities. In FY27, OFGSS will hire 2 students to serve as First-Gen Study Group Leaders. These students will lead weekly study groups for ACC1000 and FIN2000. These groups will also engage in developmental opportunities like note taking and test anxiety skills.

CARE & Community Standards 6

25.68% 19.46% 15.57% 15.12%

Campus Leadership First-Gen

While first-gen representation in academic standards rose slightly in FY26, their presence before Community Standards dropped significantly from 19.46% in FY25 to 15.12% in FY26. Additionally, CARE reports for first-gen students decreased over ~10% from last year. It is important to note that a reduction in CARE referrals does not indicate overall health. More information is needed to assess referral sources and their connections to the first-gen community.

1 Continuing-Gen

Total Campus Leadership Positions

First-Gen %FG

28.9%

32.1%

266

265

Continuing-Gen

Unique Students in Leadership Roles

The increase in First-Gen students in leadership roles reflects both a rise in the total number of positions held and a broader increase in unique students stepping into these roles. This growth highlights expanded access and a more inclusive approach, ensuring that more First-Gen students have meaningful opportunities to lead, build skills, and shape the campus community.

%FG

28.3%

30.5%

240

236

172

164

189

180

AY24-25

AY25-26

AY24-25

AY25-26

*Data has been determined by roles that are selected through a college office, supported by a staff advisor, and are committed to training centered on inclusive excellence and Entrepreneurial Thought & Action. Not including OFGSS Student Interns. CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.

Student Advising & Success (SAS) Student Success Advisors strive to educate and empower students to take ownership of their educational journey, recognize and understand the interconnectedness of their academic, personal, and professional successes in order to make intentional decisions that optimize their educational experiences.

SAS conducted a total number of

6000

5,115

5000

5,335

5,277

4000

student meetings in 2025/2026

5,306

5,115

4,094

3000

2000

Unique Student Count at SAS in 2025/26 = 2,158 (71% of the undergraduate population)

2500

1500

2,112

2.042

2000

2,130

1,660

500

AYAY 21/22

21/22

AY 22/23 AY 22/23

AY 23/24 AY 23/24

AY AY24/25 24/25

AY 25/26 AY 25/26

29% 22%

First Year

AY 22/23 AY 22/23

AY 23/24 AY 23/24

Sophomore

AY 24/25 AY 24/25

25/26 AYAY25/26

Top Meeting Reasons for AY 25/26

1.Course Registration 2.Long-Term Planning/Concentration(s) 3.Current Courses 4.Study Abroad 5.Academic Recovery Appointment Meeting Types:

% Class Year 30 25 20 15 10 5 0

AY 21/22 AY 21/22

2,158

1000

History of Total Number of Student Meetings

1000

25%

24%

Junior

Senior

Drop InIn Drop 948948

There was a 4% increase in sophomore meetings in AY25/26 compared to AY 24/25.

Meeting Modality:

Scheduled 4167

Scheduled 4,167

In-Person 35%

Average wait time in days for students to meet with their advisor...

4.86 business days in 2025/26 Past years’ wait times 2021/22 = 6.33 days – 2022/23 = 4.46 days – 2023/24 = 4.47 days – 2024/25 = 4.86 days

Virtual 63% Phone 2%

CFO’s Critical Few Objectives: 1. Extend our Lead in Entrepreneurial Leadership, 2. Advance the Lifelong Learning Strategy (EL at Any Age Anywhere, 3. Fast-Track Technology for Learning, Teaching, and Operations, 4. Strengthen the Learner Value Proposition, 5. Reshape the Business Model, 6. Embed Inclusive Excellence across the Organization.

3 Staff Changes for 2025/26

Kendall Elder joined SAS through a split appointment with Athletics as a part‑time Student Success Advisor, supporting a small cohort of first‑year students primarily student‑athletes.

Student Satisfaction Survey Testimonials

Dario Guerrero joined the team as a Student Success Advisor in April following a staff departure in January.

4,6

·"They were incredibly helpful with my complicated emergency situation. They went above and beyond to help me with my concerns. There is nothing I can think of to improve, maintaining this level of support is more than satisfactory.” ·“I truly don’t think there is anything that could improve. I thought my SSA was the most helpful and supportive people on campus, always willing to help me, whether I had a meeting scheduled or not. She was very quick to answer emails and even always had helpful, strategic advice when it came to course reg.” ·“She is a wonderful student success advisor. She is very supportive of my academic success and overall wellbeing. I am always able to schedule a meeting with her immediately if I need advice. Over the past four years she has kept me on track for graduation and always answers any questions I have. She has helped me with my academic goals and provides excellent support when I am dealing with extenuating circumstances.” ·“My advisor was very kind, patient, understanding and helpful. I thought my concerns were often trivial or not that important, but he reassured and encouraged me throughout the entire year.” ·“Absolutely understood everything I always asked for. Provided excellent structure for meetings, leaving me with all questions answered.”

New 2025/2026 Initiatives and Resources for Students Piloted a Peer Success Advising (PSA) Program

Launched the “Babson on Pause” (BOP) Program

4,6

The Babson On Pause (BOP) program is a self-paced initiative for academically suspended students to build academic skills, reflect on their time away, and prepare for a successful return. Developed by Samantha Stanley, Shawn Thomas, and Chord Sheriffe, BOP enhances our ability to provide measurable support to at-risk students. Participation included 7 students (88%) in Fall 2025 and 1 student (50%) in Spring 2026. Assessment data (pre/post measures and a final survey) showed strong engagement. Of the five students who returned in Spring 2026 after completing BOP in Fall, four exceeded the GPA benchmark—an 80% improvement rate when paired with the Academic Recovery Program.

Continued Key Cohort Pilot

3,4,5

PSA’s serve as peer role models for all undergraduates, offering guidance on course selection, concentrations, navigating the curriculum, and connecting with campus resources. Under Shawn Thomas’ direction, the PSA team introduced several student‑centered initiatives, including: Weekly on‑the‑go advising — mobile, accessible advising across campus PSA support during advising drop‑ins — expanded capacity during peak advising periods The Babson Cart Café — course‑registration support delivered outside the office A refreshed SAS Instagram approach — student‑driven content and outreach Paws & Pause — a collaboration with Peers On Wellness and Public Safety providing academic and wellness support during midterms and finals This pilot strengthened our peer‑to‑peer support model and expanded our ability to meet students where they are—academically, socially, and developmentally.

I think the BOP program is very helpful. Not only do the four modules help me reflect on and reorganize my own study methods, but the program also provides a platform for me to maintain good communication with my academic counselor. In other words, even though I am not currently on campus, I do not feel completely disconnected from the school. I find this very valuable. In each meeting, I am able to get answers to my questions related to my studies. In addition, each module is very clear and easy to follow. ~ A BOP Participant

4,6

We continued our focus on key cohorts of incoming students—transfer (Kathryn & Dan) and first-gen first year students (Brian, Chord, Karina, & Kirsten). -Transfer Students, 451 meetings for 159 students -First Generation, 1122 meetings for 422 students CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.

Student Health Services (SHS) 1,2,4, 5,6

The mission of SHS is to assist the students of Babson and The Olin College of Engineering in maintaining optimum physical and emotional health through the provision of high quality, comprehensive medical care in combination with health education and wellness services that are both easily accessible and cost effective.

Total Appts 5,685

4,522 In Person

1,163 Virtual

1,993 Unique Students

920 Female (46%) 1073 Male (54%)

Healthcare faced several challenges this year, including a changing political climate, growing mistrust of vaccines, the spread of health misinformation on social media, and reduced access to reliable, evidence-based health information. Despite these challenges, the clinic remained busy, providing immunizations, blood draws, and care for acute and chronic illnesses and injuries. While total visit numbers decreased by 19% due to staff medical leaves, limited per diem staffing, broader healthcare trends, and increased reliance on AI-generated medical advice, the department continued to meet student needs.

Top Visit Reasons 1.Respiratory Illness 2.Lab Services 3.Immunizations 4.Injuries

2025/2026 Appointment Totals

5,685

5000

75%

% of appointments

4250

4000 3000 2000

18% 1000 0

1000

Babson Graduate Babson Grad

Olin College College Olin

435 Babson Undergrad Undergrad Babson

There were 57 Care Coordination meetings in AY 25/26

Service Item at SHS

2026 (% change vs last year)

2025

2024

Flu Shots

357

(9%)

394

463

HPV Vaccine

( 50%)

123

109

Plan B (Front Desk)

( 88%)

214

(7/25-6/26)

(1/25-6/25)

N/A

2026 Excellence in Accessibility & Inclusion Award 6 Health Services partners closely with Accessibility Services to advance student inclusion and access. Through our collaborative support of students recovering from concussions, temporary injuries, and acute medical conditions, we help ensure continuity in students' academic experiences. Health Services also provides medical consultation to Accessibility Services and to dining and housing committees, helping guide accommodation decisions and promote equitable access for eligible students.

Plan B Vending 126 more doses distributed on campus in AY 25/26

Travel Visits and Abroad Physicals

(11%)

STI Testing Services

165

( 12%)

187

166

Rapid Strep

590

(25%)

783

668

Rapid Pregnancy

112

(45%)

205

160

Rapid Flu

683

(9%)

747

571

Rapid Binax

714

(28%)

995

846

Nutrition Appointments

(18%)

Immunization Compliance Rates for 2025/2026 September 2025 Enrollees

100% Graduate Students = 99% Undergraduate Students =

TDAP Hep B 128 doses

January 2026 Enrollees

Undergraduate Students = 97% Graduate Students = 100%

May 2026 Enrollees Graduate Students =

89%

181 doses

MMR 64 doses

Men-ACWY 12 doses

Varicella 54 doses

Staff Updates 2025/26 3

Dr. Sandra Marwill resigned as collaborating physician; Dr. Samantha Mekrut was hired as replacement. Jillian Williams resigned as Administrative Assistant, and this role will be filled by Aji Fatou Sanneh in July 2026.

Dr. Samantha Mekrut, MD

Kylie Meiggs, MS-NLE,RN

Katriona Tsang, MSN, RN

Anne Lyons, FNP-C

New Initiatives for 2025/2026

15 Unique Patients

SHS produced 52 Instagram posts promoting health topics, vaccine clinics, and events. SHS hosted 10 Nursing Power Hour tabling events. New pamphlets for Ramadan and health care post graduation

35 30 25 20 15 10 5 0

214 Respondents

218%

210 Respondents

4,5

112

Appointments

27%

18 9

Eating Disorder

Psychiatric

Psychiatric Intake

ADHD

Psych Med Reﬁll

Referral Tracking 2025/2026 61 36

6 CA RE S

DA S

Di et iti an

Ur ge nt Ca Em re er ge nc yR oo m N W O rt ho U C De rm at ol og Ga y st ro en te ro lo gy

22 12

Wow, just, wow. From 3K miles away we rest assured our student has excellent care. - PARENT

10 OB GY N

The Nurse Practitioner was super good, patient, detailed, comforting and caring! She went the extra mile to describe and explain my conditions to me and do further tests just to be sure that I'm healthy. She seems to be someone who truly cares for her patients and treats her job as her passion and her professionality is something I admire a lot! - STUDENT

The nurse was absolutely wonderful, she was warm and comforting, listened to my concerns thoroughly, brought over a nurse practitioner to double check her diagnosis, and gave me a tetanus shot (which, as my day progressed elsewhere getting my thumb treated, was super useful to already have). It was delightful to see her and I would happily come again if issues arose. - STUDENT

Off Campus

On Campus

CA PS

70 60 50 40 30 20 10 0

The nurse practitioner was an amazingly kind and helpful resource during our visit. She will likely never know how much of a comfort she was to my aunt, but I thank her for providing that. I've worked in healthcare for over 18 years, and she is among the best I've ever encountered. Thank you for being who you are. - FAMILY MEMBER

Mental Health Appointments 220%

1,4,6

SHS hosted 3 Flu Clinics and 1 Covid Vaccine Clinic on campus.

Testimonials

41 Appointments

GAD 7 (Anxiety Scale)

Joanne Casaletto, WHNP-BC/ANP-BC

Meeting Needs Outside the Clinic

First 6 Weeks:

PHQ-9 (Depression Screening)

Neah Ling, FNP-BC

Launched the Blank Summer Health Office through strategic staffing, planning, and operational development. Hired and onboarded 3 per diem nurse practitioners and 4 per diem registered nurses. Developed clinical policies, procedures, and medical forms in collaboration with campus partners. Established the health office location in LGRAC to provide summer health services for participants.

Utilizes stimulation of specific points on the outer ear to help reduce stress, anxiety, insomnia, and tension. Provides a non-pharmacological approach to wellness and symptom management. Promotes relaxation and emotional well-being. Offers students an additional resource to support their overall health and wellness.

1,4

Julianne St. Hilaire, RN

Blank Summer Health Office (BSHO)

1,2,4

Online check-in was launched in the fall streamlining workflows and allowing form completion prior to visits. A new automated process for monthly dashboards was implemented. Auriculotherapy was rolled out in April to support mental health and wellbeing. The upgrade to Medicat One, the updated version of our electronic medical record, went live in May and preparation for the Arthur M. Blank Summer High School Program has been a massive undertaking since December. Auriculotherapy

Julia McDevitt, MSN, RN

131 post visit surveys 98% would use Health Services again 99% would recommend Health Services to other students 5,6

Wellness & Prevention Services (WPS) 1,3,

Wellness & Prevention Services (WPS) leads the College prevention efforts regarding Interpersonal Violence 4,6 Prevention & Response, Alcohol & Other Drug Services (AODS), Mental Health, and Sexual Health. WPS provides confidential direct services to students through advocacy, psychoeducational interventions, and case management. Alcohol & Other Drugs Services (AODS)

1,3,4,6

Understanding Intervention Types: AODS I: A one-on-one session where students reflect on their substance use, explore motivations and risks, and begin developing harm reduction strategies.

AODS II: A follow-up session that builds on AODS I, offering personalized feedback and deeper support to help students make informed, safer choices around substance use.

Online Substance Use Assessment: A confidential, self-guided assessment that gives students personalized feedback on their substance use — especially for low-level AOD violations.

Individual Consult: A single, confidential session with WPS to reflect on behaviors and to identify personalized support or referrals – often following a room check violation.

AODS is typically reserved for students transported to the hospital due to intoxication.

Of the 132 total interventions conducted by WPS, 109 were AODS meetings involving 86 unique students.

Key highlights include: 3,4,5,6 80% reported that they tried at least one new harm reduction strategy since their AODS intervention. 72% reported having pursued changes in their life in part because of the conversation they had with the WPS Staff Member. 84% reported having learned new information about alcohol or other drugs. 76% reported having thought about their substance use in a new way. 72% reported feeling motivated to examine their substance use.

Alcohol

None

Other

AY 23/24

AY 24/25

AY 25/26

Special Interest Groups Secondary Substance

40 30

15%

13%

Athlete

FSL

100

Following findings from the Campus Climate Survey, WPS expanded outreach and programming for student-athletes and fraternity and sorority life (FSL) members to increase awareness of prevention programs, resources, and support services. These efforts improved student knowledge of available support and encouraged help-seeking, strengthening student wellness and safety.

23 20

Special Interest Groups

Interpersonal Violence Prevention & Response NonConsensual Penetration 8

Other 5

Roommate Concerns 2 Sexual and Reproductive Health Concerns 6

58 Unique Cases Sexual Harassment 5

Mental Health Concerns 13

21%

Athlete

FSL

Intimate Partner Violence 3 Non-Impacted Party Stalking 5 2

14 AY 23/24

WPS held a total of 192 meetings through Advocacy and Case Management Services. In total there were 317 interventions 3,4,5,6 conducted in AY 25/26.

Understanding Intervention Types: Advocacy: Provides students with support through legal and medical accompaniment, guidance on Title IX and Gender-Based Misconduct processes, and connection to relevant resources.

History of Unique Clients

16 Sexual Assault/NonConsensual Contact 6

Hotline Calls

22%

Class Year

Fi rs tY ea r So ph om or e

Academic Concerns 2

1,3, 4,6

Gr ad ua te Un kn ow n

Se ni or

Ju ni or

Online PFI

Cannabis

Primary Substance

Individual Consult

3,4,5,6

AODS I

100

AODS Intervention Type AODS II

History of Unique AODS Clients

3,4,5,6

To evaluate the impact of AODS interventions, WPS surveyed students 3 months after their initial intake appointment. 45.5% of eligible clients completed the follow-up survey.

Case Management: Facilitates collaboration and meetings with students and Babson partners (i.e., Health Services, CAPS, SAS, Faculty and other campus resources).

Touch Point: Communications with Babson partners on behalf of students.

140

AY 24/25

AY 25/26

130

WPS Intervention Types and Totals for 25/26

120 100 80

40 20 0

Advocacy

Case Management Touch Point

Follow Up: Brief communications with students to provide updates on their case and check in.

Follow Up

Hotline: Unique calls by anonymous students through the 24/7 crisis hotline. This number is not included in the total intervention count.

WPS Programming & Workshops Highlights

1,3, 4,6

WPS staff became certified Green Dot facilitators in AY 25/26, allowing the department to launch this researchinformed bystander intervention program across campus. Participants learn to recognize warning signs, intervene safely, and help create a culture of violence prevention, responsibility, and well-being.

55 Total Workshops

63 Programs/ Events

Flagship Events Fresh Check Day: Held in September in recognition for Suicide Awareness & Prevention Month, with ~150 attendees. Love Yourself Wellness Fair: Held in February to promote self-care and holistic well-being, with 262 attendees. CARE Month: A series of programs, campaigns, and educational events designed to promote awareness, prevention, and support during Sexual Assault Awareness & Prevention Month.

In AY25/26, WPS engaged approximately 3,200 students through 31 workshops/trainings, 24 NCAA presentations, and 63 wellness programs/events on our four pillars.

Mandatory Canvas Courses & Compliance Watch Your BAC Part I & II

1,3, 4,6

AY 25/26 Mandatory Wellness Education Course Completions

This two-part course equips all incoming students with the knowledge and harm-reduction strategies needed to make informed, safer decisions about alcohol and other drug use at Babson and beyond. The courses also include anonymous preand post-arrival surveys that allow us to evaluate changes in students’ substance use and related behaviors over time.

Gender-Based Misconduct (GBM) This course for all incoming students introduces consent and Babson's definition of consent, providing the foundation for healthy, respectful relationships and informed decision-making. It also reviews Babson's policies, reporting options, and support resources related to sexual and relationship violence.

Healthy Relationships This new course for all second-year students promotes healthy relationship skills by exploring consent, boundaries, and signs of unhealthy or abusive behaviors. It also connects students with support resources and addresses healthy interactions across various relationships.

Peers On Wellness (POW) POW Programming Highlights & Totals Sex in the Dark Yellow Tulip Project Wellness Walk POW x Pickleball Positive Potato It Ends with Us: Domestic Violence Awareness

1,3,4, 5,6

Programs/ Events

In AY25/26, POWs engaged approximately 1,421 students through 44 individual and paired programming.

The curriculum will continue to grow with the launch of Active Bystanders for third-year students in AY26/27.

Peers On Wellness (POWs) are undergraduate student leaders and confidential resources dedicated to promoting health and well-being across campus. As ambassadors for Wellness & Prevention Services, POWs make wellness approachable through peer education, events, and social media outreach focused on mental health, sexual health, alcohol and other drugs, and interpersonal violence prevention. Through their work, under the supervision of Sophia Eisenhaure, POWs serve as trusted role models and resources for the Babson community. POWs Facilitate Got Your BAC and Positive Consent workshops during fall and spring New Student Orientations Curate and publish the monthly Stall Street Journal Support and advocate for their peers Host programs of their own on topics relevant to the Babson community

1,3,4,5,6

50 40 30

10 0

1,3, 4,6

70 60

During AY25/26, WPS expanded its online wellness education curriculum by launching two updated courses for first-year, transfer, and exchange students and implementing one new second-year course. These courses provided a scaffolded approach to wellness, safety, and prevention education.

2024-2025

2025-2026

2026-2027

AY 25/26 marked a significant milestone for the Peers On Wellness (POW) program, as POWs became paid student employees for the first time in program history. The 24member team was allocated up to 3.5 hours per week, contributing a combined 1,996 hours of wellness education, outreach, and peer support to the Babson community.

Application Cycle CFO’s Critical Few Objectives: 1. Create a Culture of Entrepreneurial Leadership in our Community and Beyond, 2. Grow Tuition and Non-Tuition Revenue, 3. Invest in Our People and Infrastructure to Enhance Learner Value Realization, 4. Share Responsibility to Support Learner Success from Aspirations to Achievements, 5. Develop More Agile and Sustainable Business Models, 6. Leverage Our Inclusive Excellence Journey to Drive Competitive Advantage for Learners & the Institution.