The Durable Repellent Engineered Advanced Materials (DREAM) Laboratory

The DREAM Laboratory tackles challenges in sustainability, energy, and engineering through materials innovation. Key material technologies include:

  • Ice repellent surfaces
  • PFAS-free oil repellent chemistries
  • Anti-biofouling coatings
  • Superhydrophobic, superomniphobic and omniphobic surfaces
  • Drag-reducing coatings
  • Fiber composites
  • Coatings for additive manufacturing
  • Adhesion and interfacial mechanics
  • Sensors and smart materials
  • Metamaterials
  • Bug-phobic and insect repellent surfaces
Golovin researcher b-roll textile modification 4

Coatings

Surface and interface modification

MIE photo 95

Sustainability

Fluorine-free oil repellency

MIE photo 78

Adhesion

Mechanics of interfaces

MIE photo 110

Wettability

Solid liquid interactions

Recent News in the DREAM Lab

DREAM Lab EDI Wordcloud

The DREAM Lab recognizes that academia, and engineering in particular, has historically been an exclusionary[1] and patriarchal[2] environment, with inherent biases against people of colour[3], women and gender-diverse people[4], those differing in sexual orientation[5], persons with disabilities[6], and others from marginalized communities[7].

At the DREAM Lab, we believe that equity, diversity, and inclusion are not just principles but are inseparable from innovation and discovery[8][9]. We are committed to creating a supportive and respectful environment where diverse perspectives—across cultures, genders, and identities—are encouraged and uplifted. We understand that EDI is a continuous journey that requires courage, integrity, authenticity, and solidarity, and we are dedicated to advancing these values through education, advocacy, and by creating a safe space that empowers underrepresented individuals.

Contact us to learn more about the actions we take to turn these principles into practice!

[1] Reid, R. A., Curry, T. A. (2019, April 12). The White man template and academic bias. Inside Higher Education.

[2] Trix, Frances, and Carolyn Psenka. 2003. “Exploring the Color of Glass: Letters of Recommendation for Female and Male Medical Faculty”. Discourse & Society 14 (2): 191–220.

[3] Henry, Frances, Carl James, Peter S. Li, Audrey Kobayashi, Malinda S. Smith, Howard Ramos, and Dua Enakshi. 2017. The Equity Myth: Racialization and Indigeneity at Canadian Universities. Vancouver; UBC Press.

[4] Díaz-García, Cristina, Angela González-Moreno, and Francisco Jose Sáez-Martínez. 2013. “Gender Diversity within R&D Teams: Its Impact on Radicalness of Innovation.” Innovation (North Sydney) 15 (2): 149–60.

[5] Kirk A. Taylor, Anonymous; Navigating LGBTQ+ discrimination in academia: where do we go from here?. Biochem (Lond) 22 June 2020; 42 (3): 16–20.

[6] Brown, Nicole, and Jennifer Leigh. 2020. Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education. London: UCL Press.

[7] Petit-McClure, Sara H., and Chelsea Stinson. 2019. “Disrupting Dis/Abilization: A Critical Exploration of Research Methods to Combat White Supremacy and Ableism in Education”. Intersections: Critical Issues in Education 3 (2).

[8] Hewlett, S.A. 2016. “How Diversity Can Drive Innovation”. Harvard Business Review.

[9] Hong, Lu, and Scott E. Page. 2004. “Groups of Diverse Problem Solvers Can Outperform Groups of High-Ability Problem Solvers.” Proceedings of the National Academy of Sciences 101 (46): 16385–89.