Over the recent past, interdisciplinarity has been theorized as a tool that can help teachers and researchers create new epistemological spaces in higher education. Given the emphases on vocation-oriented programs and STEM-skilled workforce education, two-year colleges have the potential to explore the development of an interdisciplinary collaboration between STEM fields and writing courses. However, WAC/WID scholarship has provided few concrete examples of interdisciplinary partnerships between STEM and writing courses in two-year college contexts. Using a case study of a pilot collaboration between Composition I and Nutrition courses, the authors present practical strategies for engaging students in interdisciplinary writing by treating a specific genre as a boundary object for the purpose of culturally situated solutions in response to problem-based exigences triggered by the unequal impacts of COVID-19. The authors argue that adopting a specific genre-based writing project as a boundary object can help students experience interdisciplinary learning and community-based knowledge making processes and cross boundaries across linguistic and cultural resources.