A modified form of vector analysis is examined that was applied to graphs depicting the number of undergraduate student credit hours taken by majors and nonmajors in each of 18 arts and sciences departments. The analysis permitted the identification of instructional service strategies adopted by various academic units and the evaluation of the impacts of curricular reform. Analyzing Induced Course Load Matrix (ICLM) data in this manner is claimed to reduce information overload and perceptual roadblocks to the use of ICLM data. It is concluded that changes in the instructional service function that have occurred across a four-year period within each department and differences in instructional service across departments during a single year can be more easily understood. Results are illustrated by graphs. (Author/SW)