The way that graphs can be used to make calculations that are commonly used by institutional researchers is described using specific examples, and the technique of constructing computational graphs (and nomographs) is outlined. It is shown that once a calculation involving several variables has been represented by a computation diagram or a nomograph, the user can often obtain solutions more quickly than is possible by computer. Two situations in higher education that warrant the use of diagrams and nomographs are as follows: whenever a routine calculation must be performed repeatedly, using different input values; and where a relatively simple analytical model is needed to calculate responses to "what if" questions posed in the form of values assigned to input variables. It is claimed that these devices equal the performance of a microcomputer, are more convenient to undertake, and can be used by all participants in a planning session. A mathematical model relating departmental workloads, student numbers, and faculty strength is developed. Diagrams include the following: a three-variable graph and a four-variable computational diagram for analyzing a technical/professional program. Seven reference texts on nomography and two on computation diagrams are identified. (SW)