“We’re going to put a car out in the snow and you’re going to teach a survival course around it”. I’m not sure if those were the exact words from Kevin Owens but I’ll paraphrase him here and when I do I can picture him saying that sentence with his signature Irish accent. I’m used to doing some pretty unorthodox survival content for Fieldcraft Survival and this one seemed like an absolute blast to run. I’ve written about vehicle survival in magazines in the past but I’ve never had a class where students were able to dismantle a car. As a type-A person, I decided to outline the course with expected temperatures, usable daylight, content, and more only to have Kevin Owens tell me I’m overthinking it. The beauty of this course would be the fact the students would call the shots. As the instructor, I would be there to set the scenario, provide a few basic ideas, supervise and give feedback but the students would be the ones who would make the decisions, deliberate, put their plan into action, and do all the hard work. As much as I wanted to take this course and drive the points home (no pun intended), I knew the students were the ones who would make this course as incredible as it turned out.

Scenario

There are a few Fieldcraft Survival courses/experiences where we introduce an elaborate scenario. Take BREAKOUT for example where the cover story and scenario involves multiple players, imaginary borders, key phrases, and more. This course was one day and the scenario had to be realistic but simple. Essentially, students were stranded after a car wreck while out to get some tools while helping a friend demolish a bathroom in a remodel, the students were not given many specialized items other than a few Fieldcraft items (Mobility Bag and Visor Panel) and some basic tools. The vehicle they used was leftover from many shooting classes and while bullet holes were not part of the scenario, broken windows were. Students were provided some safety equipment to protect from broken glass and sharp metal and they were thrust into the training with just a little preparatory discussion on different survival mindset/thought processes including “Stay put, Think, Observe, Plan” (S.T.O.P.) and “Observe, Orient, Decide, Act” (O.O.D.A. Loop.)

Student-Centered Problems and Solutions

Right from the onset of the course, students were given a curveball with the problem that they had to free themselves of their seat belts with the simulated damage to the release mechanism. In a crashed vehicle, countless sharp objects can puncture, perforate, and lacerate the occupants and the observation process lets the students assess different ways of defeating the lock. At first, they attempted to break the lock itself with the meager tools provided. Later, they realized the strength of that lock and chose to cut the webbing with a sharp piece of trim. In the seat-belt scenario, they did not have access to their pocket knives as they were lost in the crash. As anyone who has been involved in a motor vehicle accident can tell you, if it isn’t tied down, it will go airborne. The students were surprised how quickly the sharp metal cut the webbing but later realized how easily any fabric cordage can be cut with some tension and a moderately sharp tool.

One of the benefits of training is the concept of the movable goal post. Just when students think the assessment is over, the instructor can create an additional performance standard that must be met. Upon successful completion of seat belt cutting, I told the students they had to fashion a tourniquet to stop bleeding. Using a screwdriver, a piece of seat belt, and a strip of a T-shirt, the students made an acceptable tourniquet with a functional windlass. As with all training throughout the day, we paused the action to discuss the performance afterward. All the students agreed they would rather have a dedicated tourniquet staged just in case. As with many of the lessons throughout the day, the experience of making do with substandard gear drove home the concept of preparedness.

Once students self-rescued, they were given 45 minutes to resource supplies from the vehicle. We briefly discussed the basic priorities of survival and I pre-framed these ideas in their minds. They started off looking at the trunk and what they could pull from the door but later made the consensus agreement to go after what they could find under the hood of the car. It wasn’t long before they realized they would need to work together to pry it open and at one point they utilized the spare-tire jack to hydraulically pry the hood open. To their dismay, they found the cable that connects the hood latch to the lever inside the vehicle must have been severed and they could only get the hood open enough to expose the battery and some hoses. We reassessed their efforts and discussed the importance of dividing up the labor and diminishing returns when there are only so many tools for the hands available.

Given another 45 minutes, the students worked on the vehicle with a new perspective. Monica created a water generator with the sun shade and an emergency blanket while Alan and Mike pulled insulation from the trunk as well as the spare tire that was used as a fire pit. From there on out, the students divided the labor and avoided having too many cooks in the kitchen. Throughout the course, students were provided examples of actual case studies that played out in reality and mirrored their artificial training scenario. Using a set of jumper cables and battery along with a strip of T-shirt soaked in gasoline, the students built a fire. They were able to pull plenty of rubber trim that would burn and create black smoke if needed. They also learned what reflective surfaces they could use on and in the vehicle to bounce the sunlight onto our videographer John and I at a distance.

Throughout the day, the students were tasked with many basic survival problems and they relied heavily on the vehicle. Foam was pulled from the back seat and used to plug up holes in their shelter they made from ½ of the passenger compartment. They used emergency blankets to close off the back ½ to avoid having to heat it and they constructed a group bivy sack from 2 emergency blankets and duct tape. As expected, just when they thought the scenario was over, I asked them to improve their shelter for night 2 and they looked at other foam and even the roof liner to further seal the broken windows. After they emerged from “Night 2”, the students then drew straws (or sticks in this case) to see which would play the injured party that had to be brought to the top of a hill. This hill is usually easy to climb 3 seasons of the year but in the winter, the slick snow made it challenging. The students worked to devise a plan that started with a carry, then a drag, and ultimately settled on an assist. Even with a simulated injured leg, the one student pulled her weight up the hill hobbling in character as the scenario dictated.

AAR Critical Thinking and Student Focus

At the top of the hill, the students participated in a lengthy after-action report where they reflected on the day’s training. All enjoyed the benefit of being put into the scenario that required critical thinking. They remarked how they can only get so much from an instructor that makes the course too much about what they can do and not about what the students can do. The students even offered up the idea that next time it is offered, the instructor doesn’t just let one person present an idea before the group deliberates on it but rather to single out students and ask what other ideas could work. At Fieldcraft Survival, we often utilize the question, “What is one sustain and one improvement” to help direct the feedback. The students loved the problem solving aspect but they wanted even more of a challenge with certain tasks. Don’t worry, we’re listening and we’re devising the next iteration of this course elsewhere in the country. You’ll get your wish.

After the AAR, students helped police up the equipment used in the course as well as the parts ripped from the vehicle. They convened down where the cars were parked and I had a chance to show them some items they might want to carry in their mobility platform that would more easily solve the problems they faced. As the sun set over the horizon, we parted ways and left the property. As an instructor, this high-level problem-solving course is one of my favorites to teach. There is absolutely a pat on the back and an ego boost when you can demo cool things but it is far better to see students rise to the occasion and perform what they need to on their own. This course can and will be offered elsewhere and if you think the scenario or challenges will be the same, you might be right. Then again, this course was incredible thanks to the environmental conditions and the curveballs. You never know what to expect from it moving forward other than the fact you will be challenged and you’re going to learn in the process.