Dani Dilkes is an interdisciplinary scholar and educational developer working in postsecondary education in Ontario, Canada. Her studies, teaching and curriculum design work all center inclusive design practices. She understands exclusion as the result of social, physical, and technological design and believes that through deliberate redesign of educational spaces and practices, higher education can be more inclusive. Other key interests of hers include emerging technologies, open pedagogy, alternative assessment, and speculative methodologies. When she’s not thinking about how to make higher education better, she is cycling, being controlled by cats, or making a mess in the garden.