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Through the perspectives of a museum educator, an art educator, and an educational researcher, this article explores the evolution of shared definitions of "well-being" in the development of a museum-and arts-based program for adults with Alzheimer's disease and related dementias (ADRD). By piecing together the authors' first-person reflections on pivotal program design moments with images, participant quotes and reflections, and emerging quantitative data, this bricolage inquiry providesfatcat:tgvmk7zspfeqtpkfa24f27nhma