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'This institution is broken': Three former Gillette College teachers say culture must change

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  Published in Science and Technology on Saturday, August 23rd 2025 at 19:09 GMT by Wyoming News
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The Culture at Gillette College Under Scrutiny: Former Faculty Call for Overhaul

When a community college’s reputation hinges on the quality of its educators, the health of its institutional culture can feel like a matter of public safety. A recent investigative piece in The Wyoming News has put that issue under a microscope, focusing on three former teachers who say that the culture at Gillette College – the state’s most‑southern community‑college institution – has “gone broken” and needs sweeping change.

A Snapshot of Gillette College

Gillette College, located in northeastern Wyoming, has long served as a vital educational resource for the city of Gillette and the surrounding counties. Its programs range from associate degrees in business and health sciences to technical certificates that feed the region’s mining and energy industries. The college’s leadership structure comprises a Board of Trustees appointed by the Governor, a President, and a roster of academic and administrative staff.

However, the news article points to a deepening crisis that has begun to undermine the institution’s credibility and the morale of its faculty. A series of internal investigations, a recent board resignation, and a looming review by the Accreditation Commission for Community and Junior Colleges (ACCJC) have created a climate of uncertainty. “We’re at a crossroads,” one of the former teachers, who asked to remain anonymous, said in a recorded interview.

Voices from the Inside

The core of the story revolves around three former Gillette College instructors who stepped forward to recount their experiences:

Each of them cites a culture that feels hostile, opaque, and punitive. While Dr. Matthew R. says that his department chair insisted he “cover up mistakes” for the sake of the college’s image, Ms. Susan K. recounts a series of emails in which she was threatened with job loss if she continued to speak out about a male colleague’s inappropriate remarks. Mr. Daniel A., an adjunct, highlights the fact that many of his colleagues were left out of critical faculty meetings, which left him feeling invisible and undervalued.

In their testimonies, the teachers use the same language: the environment at Gillette College “does not support the mission of higher education.” The article underscores that none of them have any direct conflict of interest – they are not tied to current faculty or the administration – and they have all submitted detailed written statements to the state’s Higher Education Division.

The Administration’s Response

The article reports that the college’s President, Dr. Jonathan P. W., issued a public statement in which he apologized for the “negative impact” of the institution’s culture on faculty. He said that the administration is “committed to transparency and accountability” and that a comprehensive review is underway. Dr. W. also cited a plan to hire an independent consultant to conduct an “institutional culture audit” and promised that faculty would be consulted throughout the process.

Yet, the former teachers are skeptical. “We are being told the same things repeatedly,” Dr. R. said. “But nothing has changed. We are not included in the decision‑making process.” Their doubts are supported by the fact that the college’s Board of Trustees convened a special meeting in February to discuss a “restructuring of leadership,” after a series of resignations and a lawsuit over alleged retaliation.

An additional source referenced in the article is the Wyoming Board of Education’s recent notice, which calls for a “full review of the faculty–administration relationship” at community colleges across the state. This aligns with the national trend of scrutinizing the working conditions and support structures for teachers in post‑secondary institutions.

External Perspectives

The article also draws on comments from external stakeholders. An academic policy analyst from the University of Wyoming said that “community colleges often struggle with the balance between limited resources and faculty expectations.” He noted that, unlike larger universities, community colleges sometimes lack the institutional memory or faculty governance structures that help mediate workplace grievances.

An accreditation officer from the ACCJC commented that while Gillette College remains in good standing, the college’s internal audit findings may influence the agency’s “final determination” in the coming year. “We’re looking at how the institution responds to faculty concerns as a critical part of the accreditation process,” the officer explained.

The Path Forward

What do the former teachers propose? A three‑fold approach:

1. Independent Review – An external body should audit the current culture, examine grievance procedures, and recommend concrete changes.
2. Faculty Representation – Faculty should have formal, ongoing representation on key committees, especially those related to academic standards and employment.
3. Transparency & Training – The college should implement mandatory training on harassment and discrimination for all staff and faculty, and regularly publish data on faculty satisfaction and retention.

The article ends with a reminder that the health of a community college is intrinsically tied to the well‑being of its faculty. “If we’re going to serve students,” the former teachers insist, “we have to create a place where educators can thrive.”

Key Takeaways

• Cultural Concerns – Former faculty allege a hostile environment that stifles open dialogue.
• Leadership Response – The college president has issued an apology but has not yet included faculty in the reform process.
• External Oversight – State education agencies and accreditation bodies are watching closely, given the potential implications for funding and accreditation.
• Proposed Solutions – Independent audits, stronger faculty representation, and mandatory harassment training are among the remedies being suggested.

With a community that relies on Gillette College for higher‑education pathways, the outcome of this institutional crisis will be closely watched. Whether the administration can turn the tide remains to be seen, but the voices of former teachers are loud and clear: the culture must change, and it must change now.