I’d like to think of it differently. Rather than make recommendations then take them to faculty, then get buy-in, I’d switch it around: involve faculty in thinking what makes sense to modify and how they might want to do it. You won’t have to worry about buy-in since they’re already involved in the process of modifying the curriculum. Even you, Len, become an external body if you modify without involving them. That’s sort of the whole idea behind collaborative action research, which is really well explained in Carr and Kemmis’ book, “Becoming Critical” which also critiques the technical approach to edu research that makes no sense and has no use for teachers on the ground