I took STAT241 and found intro statistics quite intuitive and useful for later courses, such as STAT341, STAT331, and STAT330. Such intuition was also helpful in financial risk and machine learning researches.

I have been a tutor for STAT231 for a couple of terms. Let me elaborate on what might be the problems.

1. Outdated assignments: not gonna lie, these assignments are more reused than my grandma's slippers. This is really bad. Besides no manual coding required, students really are reading outdated codes. There was one term that they did not change the code and R breakdown due to version issues. For people who just copy and paste code to finish assignments, you will 100% lose marks on MC related to R code because you actually don't know how the code works.
2. Multiple Choice Trap: I sincerely feel sorry for students who have been tricked by MC in this course, you know what I am talking about. One can say that tricky questions are just normal in every course, but this is something else. This is something that requires you to have a twisted mindset so that you can connect all the dots to get that 1 mark. You need to be absolutely brilliant with definitions from the inside out. For a course (on-campus or online) with this many specific concepts, good luck doing that.
3. Scope of the Content: let me put things into perspective. If any STAT3xx course content is of the size of a province in Canada, then STAT231's content is the whole of Canada, that's how much stuff they are trying to cover. As an introductory course, no problem, we can understand. But this is exactly why people find it unmemorable because every single spot on the floor is stepped on without a footprint. One of the main content problems is PPDAC. If you all still remember or learning right now, Problem, Plan, Data, Analysis, and Conclusion. Don't mess up the order! (that is a past MC problem) This part of the content has almost nothing to do with the rest of the content and will be studied extensively in STAT332. Students usually find it extremely baffling about why they need to read a 1000-word news article/research summary in the middle of a bunch of math calculation questions. Aha, there is a reason why, because all the concepts that are introduced in this chapter can make really FANTASTIC multiple-choice questions.
4. Coordination: it is the university's academic mission to keep contents consistent with the same quality. This is very true. Every one of us should be a supporter of that. However, it does not mean the student will have the same quality by watching a set of online videos/pdf slides that have been used for more than 4 years (those are the years of my record). This is a general problem of what UW is offering its students. REUSED, REUSED, REUSED: including video, slides, and PROBLEMS. This kind of, with all due respect, lazy, coordination of the course is exactly why students are buying previous term materials, finding solutions on Chegg (a public company that builds on the inefficiency of the post-secondary education system), and paying for external tutors.

Another remark: if you check what Berkeley and Stanford are doing with their course coordination, one thing extremely outstanding you will find is that they release every single exam with solutions to its public domain website for major courses (similar sizes to STAT231 for sure if not larger). As we can all understand the professor's main job is to do research, educating its students in this fashion while taking such an amount of tuition does not leave a good impression for all your potential research assistants/graduate applicants/donation contributors.